Research On The Status Quo Of Teachers' Competence In Special Education Schools

Special education is an important symbol of the progress of social civilization and the fairness of education.The construction and development of special teachers are related to the overall improvement of the quality of special education.The object of special education is all kinds of disabled students,because of their physical and psychological deviations from the normal development of the defects and complex characteristics,which determines that the work of special education teachers needs highly professional and innovative.Teacher competency is an effective prediction index for evaluating teachers’ work performance.Improving teachers’ competency level can effectively promote students’ achievement in school life.In recent years,the state issued a lot is conducive to the development of special education policies,such as the Ministry of education has issued two "special education enhancement program","special education teachers’ professional standards" and other important documents of special education will improve the professional level of teachers as a special education connotation development of important initiatives.Study in the Hebei Province,one of the key schools of special education 60 staff full-time teachers as the research object,the integrated use of the literature research,questionnaire survey,behavioral event interview and other methods,through the understanding of teachers in special education school competence status,and then the main reason for the special education school teachers’ competency status in-depth analysis,which is to explore effective measures to improve teachers’ competency level of special education schools.This study draws the following conclusions:Conclusion 1: The study of the questionnaire on Teachers’ competence in special education schools has good reliability and validity.The competency model of teachers in special education school consists of 6 dimensions: achievement motivation,teaching ability,personality trait,professional quality,interpersonal communication and professional ethics.Conclusion 2: The overall competence level of the special education teachers in this school is high.The interpersonal dimension in special education teachers competency,competency level has six to ten years of special education teachers is lower than other age groups of teachers.There are significant differences in the level of competency in different categories of special education teachers,the visually impaired education teacher’s competence is highest,and retarded education teachers competency level is relatively low;in specific dimensions,different professional fields of special education teachers in the teaching ability of the competency dimensions were significant differences.