The Relationship Between Professional Competency, Job Performance And Occupational Well-being Of Special Education Teachers In Ethnic Areas

Hundred years' policy based on education;while the education policy based on teachers.As an important factor in the development of special education,special educators are the key to guaranteeing fair and quality education for special children,and the most direct guarantee for "Doing Special Education".As the country pays more and more attention to ethnic areas,the research on special education teachers in ethnic areas is increasing,but it is still insufficient.Russian educator Ushinsky mentioned: "The Personality of teachers is everything for educators,and only healthy people can have healthy behaviors." Thus,it is vital that teachers have a healthy mind.And Well-being is a manifestation of a healthy mind.The concept of Well-being has been a hot topic in pedagogy and psychology since its introduction.Studies have shown that Competence can affect Occupational Well-being(OW);and Special Education Teacher Competence can predict OW through Psychological Capital as a mediator.Due to regional and cultural factors in ethnic areas,whether this conclusion can be inferred to the special educators in ethnic areas needs further verification.Therefore,this study assumes that the Professional Competence(PC),of special educators in ethnic areas can directly affect OW,and can also indirectly affect OW;and related research shows that Competence can predict Job Performance(JP),and the JP is also important for OW.Therefore,this study assumes that the PC of special educators in ethnic areas can indirectly affect OW through JP as a mediator.On the basis of analyzing the research literature of competence,JP and OW,and combined with the existing research deficiencies,the research take the PC in ethnic areas as the starting point,and drew up the PC evaluation tools for special educators in ethnic areas.The study showed the characteristics and relationships of PC,JP and OW of 776 special educators in ethnic areas in order to broaden the research in ethnic areas,enrich the professional psychology theory of special educators,and provide decision-making basis for promoting the development of special education and qualityimprovement in ethnic areas.Through research,the following conclusions are drawn:1.The Self-assessment Questionnaire for PC of special educators in ethnic areas Includes professional knowledge and skills,education and teaching ability and professional personality traits and professional cognition four dimensions,and has good reliability and validity,and is in line with the requirements of psychometrics.It is suitable as a tool for assessing the PC of special educators in ethnic areas.2.The overall level of PC,JP and OW of special educators in ethnic areas is relatively high.3.The PC of special educators in ethnic areas is affected by the region,gender,ethnicity,teaching age,education,professional title and income.Specifically: the PC of special educators in Tibet,Gansu and Yunnan is significantly higher than that in Xinjiang,Guizhou,Guangxi and Inner Mongolia;male teachers are significantly higher than female teachers;teachers of Han,Tibetan,Dongxiang and Zhuang nationalities are significantly lower than Uygur,Mongolian,Tujia and Manchu;teaching age of 11 years and above are significantly higher than that of 10 years old and below;the special educators of Specialist qualifications are significantly higher than the educators of undergraduate degree;special educators with intermediate titles are significantly higher than junior professional titles;special education teachers with monthly income above3,500 yuan are significantly higher than teachers with incomes of 2,000 yuan or less;there is no significant difference between the teaching stage and the teaching department.4.The JP of special education teachers in ethnic areas is affected by region,gender,teaching age,teaching stage,professional title and monthly income.Specifically: the JP of special education teachers in Tibet is significantly higher than that in Gansu,Xinjiang,Yunnan,Guizhou,Guangxi and Inner Mongolia,Yunnan is significantly higher than Guizhou;male teachers are significantly higher than female teachers;teaching age of 11 years and above are significantly higher than that of 10 years or less;the special education teachers in the junior high school are significantly higher than those in the primary school;the special educators in the intermediate,deputy and senior titles are significantly higher than the junior professional teachers;The JP of special educators above 3,500 yuan is significantly higher than that of teachers of 2,000 yuan or less;and the differences in ethnicity,education and teaching are not significant.5.The OW of the special educators in the ethnic areas is affected by the region,ethnicity,teaching age,education and professional titles.Specifically: the OW of special educators in Tibet and Gansu is significantly higher than that in Guizhou,Guangxi and Inner Mongolia,Yunnan Province is significantly higher than Guizhou and Guangxi;the OW of Kazak,Uygur,Mongolian,Tujia and other ethnic minorities teachers are significantly higher than that of Han,Dongxiang and Zhuang teachers;the OW of special education teachers with 11 years and above is significantly higher than that of teachers with 5 years or less.The OW of teachers with 11-15 years and more than 21years' teaching ages is significantly higher than that of 6-10 years';the special educators with Specialist qualifications are significantly higher than those with undergraduate education or above;the special education teachers with intermediate and deputy senior titles are significantly higher than junior teachers;and the OW is not affected by gender,teaching stage,subject and monthly income.6.There is a significant positive correlation between PC and JP in special educators in ethnic areas;JP is significantly positively correlated with OW;PC is significantly positively correlated with OW.7.The JP of special educators in ethnic areas plays an intermediary role during the PC and OW.8.Positional title plays a regulatory role in the process of PC indirectly affecting OW through JP,that is,the regulation of intermediary.