Professional Identity,Professional Well-being And Their Relationship With Job Involvement Of Special Education Teachers

Special education teacher is main executors for special education,play a a key role in the development of special education.However,there are some factors make special education teacher have different degree of mental health problems and greatly affect the quality of their professional development,such as the particularity of education object,the complexity of work content,multiplicity of occupational role,With the rise of positive psychology,more and more scholars begin to focus on teacher’s positive emotion,happiness instead of negative stage,to reduce teacher’s professional psychological problems.Based on this,the research on teacher’s Professional identity came into being."Professional identity" refers to a person can find pleasure in his career,and regard it as a valuable,meaningful thing.And it indicates that he has a good career adaptation.Professional identity represent the positive affirmation of individual’s career,that determines the basic attitude of the teacher’s work behavior,and affects the teacher’s professional well-being and job involvement.Although there are researches on Teachers’ professional identity,professional well being and job involvement in China,the main subjects of these studies is teacher of general education,without attention to special education teachers.So in this study,we take special education teacher as the research subjects,and use survey method to investigate their professional identity,professional well-being and job involvement.We try to explore the intrinsic relationship between the three.This study can makes up the domestic study deficiencies in this aspect,provide empirical evidence to further improve the special education teacher’s professional identity,professional well-being and job involvement.It can provide references and suggestions to promote the training of special education teachers in China.The research of this study found:(1)The special education teachers professional well-being questionnaire has good reliability and validity,meets the psychometric requirements,and is suitable as professional well-being measurement tool for primary(2)Special education teachers professional identity total were divided into 3.60,in the middle level.Special education teachers professional well-being project is divided into 3.52,in the middle level.Special education teachers job involvement is divided into3.30,in the middle level.(3)There are significant difference between gender,whether are authorized and monthly income in emotional identity.Results showed that male teacher is significant lower than female,authorized teacher is significant higher than without authorization of the teacher,more than 5500 yuan of monthly income of teachers is significant higher than 4001-5500 yuan of monthly income.at the lowest level of professional identity score and occupation identity and value identity is teachers of 31-40 age group.There are significant differences in the dimensions of special education teachers’ professional identity,6-10 years of teaching experience of special education teachers’ are the lowest;college degree and below of teachers’ value identity scores is higher than undergraduate teachers;special-education major teachers’ developmental identity is higher than that of non special education major teachers;mentally retarded education teachers in professional identity score and emotional identity and value identity,developmental identity is the highest;Senior grade of special education teachers in the occupation identity and value identity is highest;leadership cadres of teachers is higher than the ordinary teacher and head teacher in the professional identity and occupation identity,emotional identity,developmental identity;(4)There were significant gender and whether are authorized differences in physical and mental well-being,Results showed that female teachers is higher than the male,authorized teacher is significant higher than without authorization of the teacher.with the increasing of teacher ages and teaching ages,Professional well-being increases in the shape of “U”,The lowest point is 31-40 ages and 6-10 years of teaching ages.college degree and below of teachers in professional well-being and professional happiness,emotional well-being,Interpersonal harmony scored higher than the undergraduate teachers;at the highest level of professional well-being and emotional well-being,professional well-being,physical and mental well-being,social relations dimension of mentally retarded education teachers;intermediate grade teachers scoredhighest in the professional happiness well-being,No title teachers the score in physical and mental well-being of the highest;leadership cadres of teachers is higher than the ordinary teacher and head teacher in the professional well-being and emotional well-being,occupation well-being;The monthly income of 5500 yuan score more than the other teacher in Professional happiness,physical and mental well-being,Environmental satisfaction.(5)At the lowest level of job involvement,Vigor and Absorption of teachers 30-40 age group.6-10 years of teaching experience teachers’ job involvement,Vigor,Dedication and Absorption give the lowest score;college degree and below the teachers’ score in all dimensions of job involvement higher than the undergraduate and above master degree of teachers;intermediate grade teachers score in the job involvement,Vigor of the highest,senior title in the highest score on Absorption;leadership cadres of teachers is higher than the ordinary teacher and head teacher in the job involvement,Vigor and Absorption;the monthly income of 5500 yuan more than the other teachers in job involvement and Absorption.(6)Special education teacher professional identity of the four dimensions and professional well-being of the five dimensions and professional well-being score was significantly positively correlated;special education teacher professional identity of the four dimensions and job involvement of the three dimensions and job involvement score was significantly positively correlated;special education teacher professional well-being of the five dimensions and job involvement of the three dimensions and job involvement score was significantly positively correlated;(7)According to this study,the author puts forward some countermeasures to strengthen the professional identity of special education teachers,to improve the professional happiness of special education teachers,and to promote the work engagement of special education teachers.