Study On The Behavior And Influencing Factors Of Special Education Teachers’ Collecting Students’ Data

As one of the necessary contents of special education teaching,data collection has gradually become an important way to monitor students’ development status,improve teaching methods.It has an important role in students ’ability development achieving and teachers’ professional growth,that improving special education teachers ’consciousness and ability to collect students’ data.Based on the theory of planned behavior,this study analyzes the behavior and influencing factors of special education teachers in collecting student file data.At the same time,this study also introduced self-efficacy and organizational support to explain the factors of student data collecting in special education teachers.A total of 722 special education teachers from Anhui,Jiangsu and Shanghai were surveyed through interviews,self-made questionnaires and random sampling.The question reliability of each dimension is between 0.370-0.947,and the component reliability is between 0.775 and 0.948.The AVE of the corresponding mean variance extraction amount of each dimension is0.781,0.635,0.543,0.688,0.724,0.859,and 0.795 respectively,which is greater than 0.50.The questionnaire reliability and convergence validity meet the basic requirements and fit for this study.Firstly,a descriptive analysis is made on each dimension variable of information collection of special education teachers.Then,independent sample t-test and one-way analysis of variance were used to analyze and explain the differences of demographic variables in each dimension of information collection.Secondly,the correlation and regression analysis and test were carried out among seven variables of special education teachers’ behavior attitude,subjective norm,perceived behavior control,self-efficacy,organizational support,behavioral intention and actual behavior in collecting students’ file information.Finally,according to the analysis results,it puts forward targeted strategies to increase the data collection behavior and ability of special education teachers.The main conclusions are as follows:(1)There is no significant difference in the intention and actual behavior of special education teachers to collect students’ file information in terms of gender。(2)The educational background of special education teachers,their working units,the city level of the units and their working age have significant influences on each dimension of information collection.Teachers with junior college degrees had higher self-efficacy and organizational support.The subjective norms,behavioral intentions,self-efficacy and organizational support of teachers working in special education institutions were significantly higher than those of teachers working in other types of institutions.The scores of behavioral attitude,behavioral intention and self-efficacy of teachers in provincial cities were significantly higher than those in prefecture-level cities.The actual behavior of special education teachers with 11 years of working age and above in collecting student file information was significantly higher than that of teachers with 5 years of working age and below.(3)Information collection behavior attitude,subjective norm,perceived behavior control,self-efficacy and organizational support of special education teachers have significant influence on behavioral intention.Except for the perceived organizational support,the other four variables are significantly positive in predicting the behavioral intention of special education teachers in information collection.In addition,the behavioral intention and self-efficacy of special education teachers to collect students’ archival information could significantly positively predict their actual behavior of information collection,but the perceived behavioral control and organizational support could not significantly positively predict their information collection behavior.Based on the research conclusions,the main ways to improve the information collection ability of special education teachers are as follows: First of all,special education teachers should make clear the importance of student file information in teaching and the goal of information collection,improve professional skills and enhance the sense of efficacy of information collection.Secondly,special education schools should play the role of a bridge to build a teacher-expert parents communication platform to reduce the workload of teachers.Finally,the relevant local departments should systematically plan and clarify the teaching requirements and teachers’ ability standards for special education,and improve and implement practical measures to guarantee the rights and interests of special education teachers.