职业认同与特殊教育教师离职倾向、工作满意度的关系研究
发布时间：2019-08-07 13:00
【摘要】：采用教师职业认同量表、工作满意度量表和离职倾向量表对川渝地区286名特教教师进行调查,结果发现特教教师的职业认同与离职倾向呈显著负相关,工作满意度和离职倾向呈显著负相关;职业认同感高的特教教师离职倾向显著低于职业认同感低的特教教师;特教教师的工作满意度在职业认同与调校倾向中起完全中介作用,在职业认同与换职倾向中起部分中介作用。
[Abstract]:286 special education teachers in Sichuan and Chongqing were investigated with teacher Professional identity scale, Job satisfaction scale and turnover intention scale. The results showed that there was a significant negative correlation between professional identity and turnover intention, a significant negative correlation between job satisfaction and turnover intention, and a significant negative correlation between job satisfaction and turnover intention, and the turnover intention of special education teachers with high professional identity was significantly lower than that of special education teachers with low professional identity. The job satisfaction of special education teachers plays a complete intermediary role in professional identity and adjustment tendency, and plays a partial intermediary role in professional identity and transfer tendency.
【作者单位】： 四川文理学院教师教育学院;乐山师范学院特殊教育学院;
【基金】：四川省特殊教育发展研究中心2015年课题“四川省特殊教育教师职业认同及其相关研究”(项目批准号:SCTJ-2015-D04) 四川省教师教育研究中心2015年课题“高师院校特教大学生专业认同的相关研究”(项目批准号:TER2015-021)
【分类号】：G760
，
本文编号：2523973
[Abstract]:286 special education teachers in Sichuan and Chongqing were investigated with teacher Professional identity scale, Job satisfaction scale and turnover intention scale. The results showed that there was a significant negative correlation between professional identity and turnover intention, a significant negative correlation between job satisfaction and turnover intention, and a significant negative correlation between job satisfaction and turnover intention, and the turnover intention of special education teachers with high professional identity was significantly lower than that of special education teachers with low professional identity. The job satisfaction of special education teachers plays a complete intermediary role in professional identity and adjustment tendency, and plays a partial intermediary role in professional identity and transfer tendency.
【作者单位】： 四川文理学院教师教育学院;乐山师范学院特殊教育学院;
【基金】：四川省特殊教育发展研究中心2015年课题“四川省特殊教育教师职业认同及其相关研究”(项目批准号:SCTJ-2015-D04) 四川省教师教育研究中心2015年课题“高师院校特教大学生专业认同的相关研究”(项目批准号:TER2015-021)
【分类号】：G760
，
本文编号：2523973
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