摘要
资源教师是融合教育高质量发展的重要保障,但在实际工作中,资源教师面临工作职责不明确,职业发展路径不清晰等困境,为其获得职业幸福感带来挑战。来自全国九个省(直辖市)的336位资源教师参与了有关职业幸福感的问卷调查,结果显示:(1)资源教师职业幸福感整体处于中等偏上水平,且在年龄、教龄、职称、专业背景和月收入上存在显著差异。(2)资源教师的职业认同显著正向预测职业幸福感。(3)资源教师心理资本在职业认同与职业幸福感之间发挥完全中介作用。基于此,教育部门和学校应通过制定资源教师专业标准,明确资源教师入职资格,健全培养考核体系等方式,提高资源教师的职业认同,增强资源教师的心理资本,从而提高资源教师职业幸福感。
Resource teachers are vital for high quality of inclusive education,however,they face challenges such as ambiguous roles and career path that hinder their professional well-being.336 resource teachers were recruited from nine provinces to participate a questionnaire survey about professional relationships.The results showed that:the overall professional well-being of resource teachers was at the upper middle level,varying by age,teaching experience,professional title,professional background and monthly income;the professional identity of resource teachers significantly positively impact occupational well-being;resource teachers'psychological capital plays a complete mediating role in the relationship between professional identity and occupational well-being.Accordingly,the government and schools should enhance the professional identity of resources and psychological capital of resource teachers,so as to improve the professional well-being of resource teachers.
作者
王静
苏慧
WANG Jing;SU Hui(School of Education,Central China Normal University,Wuhan 430079;Xingguang School in Bao'an District,Shenzhen)
出处
《教育研究与实验》
北大核心
2025年第3期144-151,共8页
Educational Research and Experiment
基金
中央高校基本科研业务费资助2024年度优秀种子和代表性成果培育项目“普惠发展视域下特殊学校家庭教育指导问题及优化路径研究”(CCNU24ZZ024)的研究成果。
关键词
资源教师
职业认同
心理资本
职业幸福感
resource teacher
professional identity
psychological capital
professional happiness
