Relationship Among Professional Competence And Professional Efficacy, Work Motivation Of Special Education Teachers

With the rapid development of special education in our country,we have new requirements for the quantity and quality of special education teachers.It is very important for special education teachers to be competent for special education,which will directly affect the success or failure of special education.Therefore,improving the competence level of special education teachers is the power source to ensure the sustainable development of special education.Now we are mainly focused on the study of special education teachers condition,professional quality,professional development,job burnout etc.Study on special education teachers competency is less,and more for descriptive studies and discussions.The research method is simple,most of them are single factor research.The sense of professional efficacy is the individual’s belief in his ability to perform the tasks and activities related to his or her career.The competency of special education teachers is related to their professional efficacy.The higher professional efficacy can stimulate the special education teachers to mobilize the internal and external resources,so as to improve their work enthusiasm.Therefore,it is necessary to study the relationship between the competency,the sense of professional efficacy,and the work enthusiasm of special education teachers.But now no one has studied the problem in our country,so we believe that the study can make up for the domestic research in this aspect,in order to further improve special education teachers’ competency,occupation self-efficacy and work enthusiasm provide empirical evidence.To promote the development of special education in our country is better provide reference and suggestions.The results of the study found that:(1)The self-made " special education teachers competency questionnaire " has good reliability and validity,in line with the requirements of education measurement,the fit index of confirmatory factor analysis reached statistical requirement,can be used as a measurement tool for this study.(2)The competency of special education teachers can be divided into four dimensions.The scores of each dimension are the professional ethics,personality traits,achievement motivation,professional quality.In the total questionnaire,female teachers scored significantly higher than male teachers,more than 16 years of teaching teachers score significantly higher than young teachers.(3)Professional ethics dimensions in special education teacher competency,female teachers scored significantly higher than male teachers;30-30,40-49 years old teachers scored significantly higher than that of young teachers,more than 16 years of teaching teachers scored significantly higher than those of short teachers;teachers college degree was significantly higher than that of undergraduate education teachers,senior teachers scored significantly higher than other professional teachers;mentally retarded teachers scored significantly higher than the blind teachers.(4)Professional quality dimensions in special education teacher competency,6-10 years and more than 16 years of teaching teachers scored significantly higher than that of young teachers,deaf teachers scored significantly higher than the blind education and mentally retarded teachers;in personality dimensions,female teachers scored significantly higher than male teachers;30-39 and 40-49 score was higher than that of young teachers,more than 16 years of teaching teachers scored significantly higher than that of other teaching teachers,senior teachers scored significantly higher than other professional teachers,the deaf teachers,mentally retarded teachers scored significantly higher than that of blind teachers;dimensions in achievement motivation of female teachers was significantly higher than that of male teachers.(5)The professional efficacy of special education teachers can be divided into four dimensions: the scores are professional task efficacy,interpersonal relationship efficacy,professional wit efficacy,professional ability efficacy.In the total questionnaire,female teachers scored significantly higher than male teachers,30-39 years old teachers score was significantly higher than that of young teachers,more than 16 years of teaching teachers score was significantly higher than other teachers.(6)The professional ability efficacy dimension in the special education teachers’ professional efficacy,public school teachers scored significantly higher than private school teachers,deaf teachers scored significantly higher than the blind education and cultivating intelligence teachers;in the professional wit efficacy dimension,female teachers scored significantly higher than male teachers;30-39 years and over 50 years of age teachers scored significantly higher than that of young teachers,the teachers with longer teaching age are significantly higher than the young teachers;senior title teachers scored significantly higher than other title teachers;public school teachers scored significantly higher than private school teachers,deaf teachers scored significantly higher than mentally retarded teachers.(7)In the professional task efficiency dimension,female teachers scored significantly higher than male teachers;30-39,40-49 years of age teachers scored significantly higher than that of young teachers,the teachers with longer teaching age are significantly higher than the young teachers;teachers with high professional titles are significantly higher than no title and those of other teachers;the public school teachers scored significantly higher than that of private school teachers;in interpersonal dimension,female teachers scored significantly higher than male teachers,30-39 years old teachers scored significantly higher than that of young teachers,more than 16 years of teaching teachers scored significantly higher than that of young teachers,senior title teachers scored significantly higher than other title teachers.(8)The work enthusiasm of special education teachers can be divided into the following four dimensions: the order of the score is persistence,consciousness,creativity,initiative.In the questionnaire,female teachers scored significantly higher than male teachers;30-39,40-49 years old teachers scored significantly higher than that of young teachers,more than 16 years of teaching teachers scored significantly higher than that of young teachers,deaf teachers scored significantly higher than the blind and mentally retarded teachers.(9)In the dimension of consciousness of special education teachers work enthusiasm,female teachers scored significantly higher than male teachers;30-39,40-49 years old teachers scored significantly higher than that of young teachers,more than 16 years of teaching teachers scored significantly higher than that of other teaching teachers;teachers with high professional titles are significantly higher than no title and other teachers;in initiative dimension,the teachers with longer teaching age are significantly higher than the young teachers,teachers with high professional titles are significantly higher than no title and other teachers,the backbone teachers scored significantly higher than ordinary teachers,deaf teachers scored significantly higher than mentally retarded teachers.(10)In the persistence dimension of teachers’ work enthusiasm,female teachers scored significantly higher than male teachers;30-39 years old and 40-49 years old teachers scored significantly higher than that of young teachers,more than 16 years of teaching teachers scored significantly higher than that of other teaching teachers;teachers with high professional titles are significantly higher than no title and other teachers,teachers in public school Was significantly higher than that of private school teachers;in the creative dimension,backbone teachers scored significantly higher than ordinary teachers,public school teachers scored significantly higher than private school teachers,deaf teachers scored significantly higher than the blind and mentally retarded teachers.(11)There is a significant positive correlation between the dimensions of the competency of special education teachers,the total questionnaire and the professional efficacy of each dimension,the total questionnaire.Positively related to special education teachers competency dimensions,total questionnaire and work enthusiasm of each dimension,the total questionnaire;positively related to professional efficacy each dimension and the total questionnaire and the working enthusiasm of each dimension and the total questionnaire.The professional efficacy plays a partial intermediary role between the competency and work motivation of the special education teachers,and the proportion of the intermediary effect to the total effect is 47.6%.(12)According to this study,the author puts forward some countermeasures to improve the competence and professional efficacy of special education teachers and stimulate their work enthusiasm.