Research On Professional Commitment Of Special Education Teachers

With the increase of the population and the employment pressure in our country, people are increasingly worried about their jobs, at the same time, more companies and units began to pay attention to the worker’s occupational commitment. Overseas study the occupational commitment since1960s and they has been abundant research results up to now. The study to occupational commitment in our country started late, ting is shorter; the object of study is not comprehensive.This research mainly study the occupational commitment from the object, explore and validate the occupational commitment structure model of special education teachers, and analyze the relevant variables such as the individual variables (self-efficacy and locus of control) and situational variables (work family conflict), and the relationship between occupational commitment, and the relationship of the occupational commitment, turnover intention and vocational tendency. First of all, the research mainly through the translation of foreign occupational commitment scale, interviews and open questionnaires to prepare special education teachers’ occupational commitment questionnaire. Secondly, the research through the predict results of the exploratory factor analysis in order to draw the formal questionnaire of special education teachers’ occupational commitment. Thirdly, the research will measure the formal occupational commitment questionnaire, turnover intention questionnaire, vocational tendency questionnaire, individual questionnaire and situational variables, and measure the results of confirmatory factor analysis and correlation analysis, and conclude the structure model of special education teachers’ occupational commitment, the difference between the variables of occupational commitment, the relationship between the relevant variables, result variables and occupational commitment. This research mainly draw the following conclusion:(1)the occupational commitment of special education teachers’ contains four dimensions, that is, ideal commitment, opportunity commitment, cost commitment and emotional commitment.(2)each dimension of occupational commitment has good distinction validity, and the relationship between the dimension, individual variables (self-efficacy and locus of control),and situational variables are different.(3)the vocational tendency is intermediary between occupational commitment and turnover intention.