摘要
本研究利用自编的《随班就读任职教师职业适应问卷》以及修订的《小学教师社会支持量表》对437名小学随班就读任职教师进行了调查研究,同时探讨随班就读任职教师职业适应和社会支持的关系。本研究得出以下结论:随班就读任职教师的职业适应水平与其社会支持有着较强的共变关系,社会支持高低不同的教师在职业适应水平上存在显著差异;整体来看,校长支持、同事支持以及情感支持和讯息支持对随班就读任职教师职业适应的预测力较强,而家人支持、家长支持以及工具性支持相对较弱。在此基础上,建议加大学校领导对随班就读工作的支持力度;为教师创造更多沟通交流的平台;进一步完善随班就读任职教师职前培养和职后培训工作,提高其职业适应能力。
This study, by using the self-devised questionnaire on inclusive education teachers＇ vocational adaptation and the revised scale for the social support of primary school teachers to survey 431 inclusive education teachers in primary schools, aims to explore the relationship between inclusive education teachers＇ vocational adaptation and the social support of them. The study concludes as follows： the inclusive education teachers gaining different social support show a significant difference in their vocational adaptation; on the whole, the principal＇s support, the colleagues＇ support, emotional support and information support play a significant role in predicting the inclusive education teachers＇ vocational adaptation, compared with the family support, parents＇ support, and instrumental support. Consequently, the study suggests the following： intensifying school leaders＇ support for inclusive education; creating more platforms for inclusive education teachers＇ communication; and improving inclusive education teachers＇ preparation and training to raise their ability in vocational adaptation.
出处
《中国特殊教育》
CSSCI
北大核心
2013年第5期13-20,共8页
Chinese Journal of Special Education
关键词
随班就读
任职教师
社会支持
职业适应
inclusive education teachers social support vocational adaptation
