Research On Professional Personality Traits Of Special Education Teachers

The 19th national congress of the communist party of China put forward the idea of "running special education well".The key to do well in special education is to build a contingent of high-quality teachers.The special education work has its particularity,choosing the right person to engage in the special education work will not only improve the efficiency of the work,but also reduce the management cost in the work and reduce the occurrence of safety accidents.The problems in this study come from the practice of special education,and it is hoped that the research can provide theoretical basis and technical support for the construction of special education teachers.Research objectives:to explore the professional personality structure of special education teachers,the main research objectives are as follows:(1)to build a theoretical model of the professional personality of Chinese special education teachers;(2)preliminary preparation of professional personality inventory suitable for Chinese special education teachers;(3)to test the reliability and validity of the occupational personality inventory of special education teachers;(4)investigate and understand the professional personality of special education teachers.Methods:firstly,a theoretical model of professional personality traits of special education teachers was constructed by means of literature review and interview.Based on the model,in turn,make the following steps:item analysis,exploratory factor analysis and confirmatory factor analysis to explore the constructed model fitting situation of internal factors,and finally build up a special education teacher vocational personality structure model,and the reliability and validity of the test scale were analyzed,and finally determine the special education teachers' occupational personality questionnaire,situation of the country's special education teachers professional personality questionnaire investigation,and the special education teachers' vocational personality and occupational commitment,job burnout and the relationship between role conflict is analyzed.The 49 cases were interviewed,including 19 administrative leaders,30 outstanding teachers,982 questionnaire interviews,including 495 teachers in special education schools,124 teachers in ordinary schools,and 363 college students.The professional personality questionnaire was formally sampled in 1089 teachers of special education,including 210 male teachers and 879 female teachers.The age range ranged from 22 to 60 years old,with an average age of 34 years old.Special education teachers' professional personality status quo of the research sample of 3635 people,including 696 male teachers,teacher 2939 people,ages 20 to 60 years of age distribution,the average age of about 37,2957 people full-time teachers,146 executive leadership,ShuangJianTiao 532 people,primary title 1646 people,intermediate title 1476 people,senior title 507 people,is a senior 6 people,1974 special education professional experience,society-adaptation schools,1214,2006 comprehensive special education school,school 42 people with autism,and our school(325 in deaf school),qiming school seven people,The autism facility has 42 people.Teachers who participated in the status quo test also completed questionnaires on professional identity,job burnout and role conflict.Results:(1)the professional personality of special education teachers includes seven dimensions,namely,enterprise,efficacy,self-control,compassion,enterprise,peace of mind and dedication.Based on the dimension of professional personality of special education teachers,there are 36 items in the professional personality questionnaire of special education teachers,including 8 items of enterprise,6 items of efficacy,6 items of self-control,5 items of compassion,4 items of enterprise,3 items of peace of mind and 4 items of dedication.(2)the professional personality questionnaire for special education teachers has good reliability and validity.The Cronbach's coefficient of the total scale and the Cronbach's coefficient of each factor item is between 0.707-0.952,and the sub-half reliability coefficient is between 0.721-0.901,all indexes are greater than 0.7.Therefore,the occupational personality prediction scale for special education teachers has a good internal consistency.The results showed that 2/df<3,GFI>0.9,CFI>0.9,RMR<0.04,RMSEA<0.08.(3)the results of the measurement of professional personality of special education teachers show that there are significant gender differences in the professionalism,efficacy,self-control and dedication of Chinese special education teachers.There are significant age differences in the scores of all factors of professional personality of teachers of special education in China.There are significant regional differences in the scores of all factors of professional personality of teachers in special education in China.There are significant differences in the variables of teaching age in all dimensions of professional personality of teachers in special education.The professional title of teachers in demographic variables has a significant influence on other dimensions of the professional personality of teachers in special education except peace of mind.(4)the factors of professional personality traits of special education teachers are significantly correlated with the dimensions of occupational commitment,job burnout and role conflict scale.Special education teachers' professional personality traits and affiliated dimensions and professional commitment,emotional commitment and normative commitment total score was significantly positive correlation,correlation coefficients of above 0.35 and other factors,in a special education teacher professional personality traits of seven dimensions as independent variable,in a special education teacher's professional commitment to total score as the dependent variable into the regression equation,2 VIF is based in values between 1.518 and 2.834,special education teachers' professional six dimensions of personality traits into the regression equation,is in turn:The multivariate correlation coefficient of enterprise,dedication,peace of mind,sense of efficacy,ambition and self-control was 0.496,and the variance of the combined interpretation was 24.6%.There is a significant positive correlation between the professional personality traits of special education teachers and their affiliated dimension and the total score of job burnout and the score of the low self-achievement dimension in job burnout.Special education teachers' professional personality traits and affiliated dimensions and job burnout of emotional exhaustion and personalized dimension scores show a significant negative correlation,in a special education teacher's job burnout score as the dependent variable into the regression equation,multiple stepwise regression analysis,2 VIF is based in values between 1.349 and 2.566,four dimensions of special education teachers' professional personality traits into the regression equation,is in turn:self-efficacy,compassion and the dedication to work,self-control,multiple correlation coefficient is 0.204,the joint explained variance of 4.2%,one of the enterprise to explain the highest rate,3.3%;Special education teachers' professional personality traits and affiliated dimensions and role conflict of total score was significantly negative correlation,in a special education teacher's role conflict score as the dependent variable into the regression equation,multiple stepwise regression analysis,2 VIF is based in values between 1.595 and 3.029,and special education teachers' professional personality traits in all seven dimensions into the regression equation,multiple correlation coefficient is 0.466,joint explained variance of 21.7%,the dedication to explain the highest rate of 17.5%.Conclusions:(1)the exploratory factor analysis results are basically consistent with the theoretical conception of the scale compiler.The empirical factor analysis shows that the fitting between the measured data and the constructed model is reasonable,and the seven-dimensional model is stable and reliable.The questionnaire can be used as a tool to evaluate the professional personality of teachers in special education.(2)by examining Cronbach's coefficient and dividing it into half reliability,it shows that the scale has a good reliability;(3)the internal consistency of the scale and confirmatory factor analysis were investigated to ensure that the questionnaire had good content validity and structure validity by means of literature review,interview and expert opinion.(4)China's professional personality of special education teachers is generally in good condition,but there are differences in gender,age,region,teaching age and professional title.(5)the reliability and validity of the occupational personality inventory of special education teachers were verified by analyzing the correlation between the occupational personality inventory and the factors of the occupational commitment,job burnout and role conflict,indicating that the occupational personality inventory of special education teachers has a good predictive function for the job adaptability of special education teachers.(6)the professional personality inventory of special education teachers can be widely used in the selection,training and evaluation of special education teachers.