Research On The Teacher Efficacy Of Special Educators From Schools For Mentally Retarded Persons And Its Influencing Factors

Teacher efficacy is the internal driving force for the development of teachers' ability.It is not only related to teachers' teaching behavior and teaching quality,but also closely related to students' academic performance.In recent years,the development of special education in China has been paid more and more attention.The attention of researchers and educational institutions to the teacher efficacy of special education teachers has gradually formed a trend.In this regard,this research selects special educators from schools for mentally retarded persons to conduct research,analyze the status quo and influencing factors of special educators' teacher efficacy,in order to enrich the study of teacher efficacy in the field of special education and provides an empirical basis for improving the teacher efficacy of special educators from schools for mentally retarded persons.In this research,according to the scientific procedures and requirements prepared by the questionnaire,the questionnaire on teacher efficacy of special educators was complied.Then,using the questionnaire and the core self-evaluation scale,and the primary and secondary school teachers' social support scale,a questionnaire survey was conducted on some special educators of public special schools for mentally retarded persons in Mainland China.And,Using t-test,correlation analysis,analysis of variance,regression analysis,structural equation modeling and other multivariate statistical techniques to explore the status quo and influencing factors of special educators' teacher efficacy.Finally,based on the results of empirical research,the corresponding countermeasures are proposed.Based on the results of this research,the following research conclusions were obtained:(1)The self-edited "Special educators' Teacher Efficacy Questionnaire" consists of five dimensions: group classroom teaching,class daily management,self-growth learning,individual coaching training,and interpersonal relationship management.The questionnaire has good reliability and validity,which is in line with psychology requirements.(2)The average scores of each dimension of teacher efficacy are ranked from high to low is interpersonal relationship management,class daily management,group classroom teaching,self-growth learning and individual coaching training.(3)The overall teacher efficacy of special educators is influenced by age,special education teaching age,professional title,turnover intention tendency,and job satisfaction variables.With the increase of age,the growth of special education teaching age,the improvement of professional titles and the tendency of turnover intentions,the overall teacher efficacy of special educators has improved.Special educators who are satisfied with the work have higher overall teacher efficacy than teachers who are unsatisfied with the work.(4)Social support and core self-evaluation are important factors influencing the teacher efficacy of special educators.Social support and core self-evaluation are significantly positively correlated with teacher efficacy,and both have a positive predictive effect on teacher efficacy.(5)The core self-evaluation of special educators plays a significant mediating role in the influence of social support on teacher efficacy.