The Relationship Between Social Support And Teaching Efficacy Of Homebound Instruction Teachers

In 2017,the second special education promotion plan(2017-2020)issued by the Ministry of education and other seven departments proposed that by 2020,the popularization level of all kinds of special education at all levels will be improved in an all-round way,the enrollment rate of compulsory education for school-age disabled children and adolescents will reach more than 95%,and the scale of special education at the non compulsory education stage will be significantly expanded.In order to achieve this goal,it is necessary to do a good job in the education and placement of disabled children by various ways,such as special education school,general school and homebound instruction.As a special way of education and placement,it can provide compulsory education for severely disabled children and adolescents who can not attend school.Therefore,since the implementation of homebound instruction,its implementation effect has been widely concerned by people.However,due to the late start of homebound instruction,the implementation effect of home delivery is not ideal.Among them,the professional level of on-site teachers is the key factor that directly affects the quality of on-site work.In this study,the main force of homebound instruction,the teachers of homebound instruction,are selected as the research object.By using the method of questionnaire survey,the social support of the teachers,the acceptance attitude of the teachers to the special children and the current situation of the teachers' teaching efficacy are analyzed,and the relationship among the social support,the acceptance attitude and the teaching efficacy of the teachers are studied.In order to improve the teaching efficacy of teachers,to provide empirical reference,and to make feasible suggestions for further improvement of the homebound instruction's quality.In this study,213 teachers were investigated by using the selfdesigned "Social Support Questionnaire for the Homebound Instruction Teachers",the revised "Acceptance Attitude Questionnaire for Special Children" and "Efficacy Scale for the Homebound Instruction Teachers".The main results are as follows:1.The self-designed social support questionnaire,revised acceptance attitude questionnaire and teacher efficacy scale have good reliability and validity,which can be used as a measurement tool for research.2.The social support level of the teachers is above middle level,and the dimensions from high average score to low average score are peers' support,schools' support,parents' support,families and friends' support.There are significant differences of the social support level in different ages and educational background.3.The acceptance attitude of teachers to special children is in the middle level,the average score of emotional acceptance dimension is in the high level,and the average scores of all dimensions from high to low are emotional acceptance,behavioral acceptance and cognitive acceptance.4.The teachers' efficacy is above middle level,and the dimension of self adjustment and teaching scored higher than the dimension of individual teaching.5.There is a significant positive correlation among social support,acceptance attitude and teachers' efficacy.6.Acceptance attitude plays a significant role in mediating social support and teacher efficacy.Based on the above conclusions,this study puts forward the following countermeasures and suggestions: Increase social support,improve teaching efficiency;promote new and old mutual assistance,pay attention to young teachers;change the concept of teachers,improve the attitude of acceptance.