An Investigation On The Problem Behavior Intervention Self Efficacy Of Teachers In Special School For Intellectual Disability

Self-efficacy refers to the individual's expectation and subjective judgment of whether one is capable of accomplishing a certain behavior in a specific situation.It is a motive factor in the exertion of human psychology and behavioral potential.Its level is determined by a specific activity or situation.Problem behavior intervention is an important part of the daily work of teachers in School for Intellectual Disability.The self-efficacy formed by teachers in the process of intervening students'problem behaviors is problem behavior intervention self-efficacy.It refers to the subjective judgment of teachers in the process of problem behavior interventionThis study consists of three parts.First part is to construct Questionnaire of Problem Behavior Intervention Self-efficacy of Teachers in School for Intellectual Disability.Second part is to use this self-made questionnaire to investigate and analyze the characteristics of problem behavioral intervention self-efficacy of eight hundred and fifty teachers in School for Intellectual Disability.Final part is to explore the status quo of problem behavior intervention self-efficacy of six teachers in School for Intellectual Disability through semi-structured interview,focusing on the difficulties and challenges teachers encountering in the process of problem behavior interventionThe study found that:(1)The self-made Questionnaire of Problem Behavior Intervention Self-efficacy of Teachers in School for Intellectual Disability has good reliability and validity,which can be used as an effective research tool;(2)Problem behavior intervention self-efficacy of teacher in School for Intellectual Disability is in the upper-middle level,the general problem behavior intervention self-efficacy dimension is significantly lower than the personal problem behavior intervention self-efficacy;(3)The variables of teacher's age,special education working years,title,academic qualifications,knowledge of problem behavior intervention,whether they have participated in training,and job responsibilities will affect teachers'personal problem behavior intervention self-efficacy.The variables of academic qualifications,knowledge of problem behavior intervention,and whether they have participated in training will affect teachers'general problem behavioral intervention self-efficacy.Different genders and professional backgrounds have no effect on the teacher's problem behavior intervention self-efficacy;(4)In the actual work process,the teacher's problem behavior intervention self-efficacy can be influenced by students'factors,students'parental factors,school-related staff factors and resource factors.Teachers will encounter lots of difficulties in the process of conducting problem behavior intervention.Finally,suggestions are made to improve teachers' problem behavior intervention self-efficacy from the national and local education administration departments,teachers,other relevant personnel in the school,and the parents of special students according to the research results.