Relationship Research On Work Values And Professional Emotion,Working Responsibility Among Special Education Teachers

Work values is the stable belief system for individual to evaluate the meaning of work.The development of special education cannot do without the special education teachers' work values,and special teachers' work values influence their views on work attitude,and affect their working responsibility and job performance.As the driving force and the core component of the professional development of teachers,professional emotion affects the working responsibility and performance of special education teachers.It is suggested that there is a certain relationship between work values and professional emotion and working responsibility.Although there are some researches on teachers' work values,professional emotions and working responsibility,but these studies are often experience descriptive,lacking of the three linked in-depth empirical research.We think it is necessary to make an empirical study on the relationship between the three.This study is discussed mainly through the investigation of the above issues.We believe that the study can not only make up for the lack of domestic research in this aspect,but also to guide the special education teachers to set up the correct work values,enrich their professional emotion,promote their work diligence,improve their working responsibility,promote their better development.The research of this study found:1.The special education teachers' professional emotion questionnaire,the special education teachers' work values questionnaire and the special education teachers' working responsibility questionnaire have good reliability and validity,and meet the requirements of education measurement,can be used as measuring tools for this research.Special education teachers' work values are divided into five dimensions,score as follows: organizational management>professional development>material reward>prestigious status>security &stability;special education teachers' professional emotion are divided into five dimensions,score as follows: esteem>concern>moved>gratitude>dedication;special education teachers' working responsibility are divided into four dimensions,score as follows: duty>industriousness>innovation> diligence.2.Special education teachers' work values have significant differences in age,seniority,professional title,region,teaching object,professional background.Young teachers scored higher than older teachers in organizational management and prestigious status dimension.Teachers with shorter teaching age scored higher than those with longer teaching age in organizational management,prestigious status,professional development and material reward dimension.No-grading teachers scored higher than grading teachers in organizational management,prestigious status and material reward dimension.Eastern teachers scored higher than central and western teachers in material reward and prestigious status dimension.Blind and deaf education teachers scored higher than mental retardation education teachers in security &stability and prestigious status dimension.Special education professional background teachers scored higher than general education professional background teachers in prestigious status and professional development dimension.3.Special education teachers' professional emotion has significant differences in gender,age,seniority,professional title,academic qualification,position,region,professional background.Female teachers scored higher than male teachers in gratitude dimension.Middle-aged teachers scored higher than young teachers in concern dimension.Teachers with longer teaching age scored higher than those with shorter teaching age in concern dimension.No-grading teachers scored higher than grading teachers in gratitude and dedication dimension.Low education teachers scored higher than highly educated teachers in concern,dedication and moved dimension and the total scores of professional emotion.Backbone special education teachers scored higher than other teachers in esteem,concern,dedication dimension and the total scores of professional emotion;ordinary teachers scored higher than leading cadres in dedication dimension.Eastern and central teachers scored higher than western teachers in moved dimension;central teachers scored higher than western teachers in the total scores of professional emotion.Special education professional background teachers scored higher than subject education and others professional background teachers in esteem and dedication dimension.4.Special education teachers' working responsibility has significant differences in age,seniority,academic qualification,position,region,professional background.Middle-aged teachers scored higher than young teachers in duty and industriousness dimension;over 40 years old teachers scored higher than young teachers in diligence dimension and the total scores of working responsibility.Teachers with longer teaching age scored higher than those with shorter teaching age in duty and industriousness dimension and the total scores of working responsibility.Low education teachers scored higher than highly educated teachers in diligence dimension.Backbone teachers scored higher than other teachers in duty and industriousness dimension and the total scores of working responsibility.Central teachers scored higher than eastern and western teachers in diligence dimension.Special education professional background teachers scored higher than general education professional background teachers in innovation dimension.5.Special education teachers' work values,professional emotion and working responsibility significantly correlated with each other.Organizational management,professional development positively correlated with the five dimensions and the total scores of professional emotion,material reward,security &stability positively correlated with the gratitude,dedication,moved dimensions and the total scores of professional emotion,prestigious status positively correlated with the concern,gratitude,dedication,moved dimensions and the total scores of professional emotion.Organizational management,professional development positively correlated with the four dimensions and the total scores of working responsibility,material reward positively correlated with diligence,prestigious status positively correlated with the innovation,diligence,industriousness dimensions and the total scores of working responsibility.The total scores of professional emotion and its five dimensions positively correlated with the total scores of working responsibility and its four dimensions.6.Professional emotion has competitive mediation effects between organizational management and working responsibility,material reward and working responsibility,security &stability and working responsibility,prestigious status and working responsibility;professional emotion has complete mediation effects between professional development and working responsibility.The following educational countermeasures are proposed in this study.First,special education teachers should have lofty ideals and aspirations,cultivate their own professional development work values;second,special education teachers should improve their level of professional emotion through a variety of channels,more love for special education;third,special education teachers should strengthen their working responsibility and dedicate more;fourth,special education administrators should take various measures to further improve the living environment of special education teachers.