The Relationship Between Perceived Organizational Support And Professional Well-being Among Special Education Teachers:The Mediating Role Of Psychological Empowerment And Occupational Identity

With the development of inclusive education,the degree of obstacles for students enrolled in special education schools is deepening and aggravating,and the problem behaviors are becoming more and more complicated.Realistic problems increase the task of special education teachers,which leads to a series of psychological problems for special education teachers more easily.The feeling of happiness for special education teachers at work can help them overcome certain psychological problems.Professional well-being can not only provide special education teachers with satisfaction and pleasure,but also the inherent motivation for teachers to persist in education and teaching and improve their professional capabilities.Organizational support can satisfy teachers’ emotional needs to a certain extent,but the mechanism of organizational support influencing occupational happiness is not clear yet.Psychological empowerment and professional identity also directly or indirectly affect the professional well-being of special education teachers.Therefore,this study explores the relationship between organizational support and professional well-being,and attempts to introduce two variables,psychological empowerment and professional identity,to explore whether it plays a chain-like intermediary role between organizational support and professional well-being,in order to provide theoretical support for improving the professional happiness of special education teachers.In this study,through questionnaire surveys,1,050 special education teachers participated in the completion of questionnaires such as the Survey of Perceived Organizational Support,the Psychological Empowerment Scale,the Professional Identity Questionnaire for Special Education Teachers,and the Professional Well-being Questionnaire for Special Education Teachers,Carried out the status quo analysis and the mediating effect analysis.The results of the study are as follows:(1)Special education teachers’ sense of perceived organizational support,psychological empowerment,professional identity,and professional well-being are all at a relatively high level.The work influence dimension of psychological empowerment is at a lower level,while the occupation nobility dimension of professional well-being is at a high layer.(2)In the analysis of differences,Percieved organizational support is significantly different in teaching age and position.Psychological empowerment has significant differences in teaching age,job titles,majors,and position.Professional identity has significant differences in teaching age,job title,and position.In the analysis of differences in professional well-being,there are significant differences in teaching age,job titles,majors,and position.(3)Percieved organizational support,psychological empowerment,and professional identity are correlated with professional well-being,and the first three have significant positive predictive effects on professional well-being,and professional identity has the greatest predictive effect.(4)The psychological empowerment and professional identity of special education teachers have a chain-like mediating effect between perceived organizational support and professional well-being.Percieved organizational support can also indirectly affect professional well-being through psychological empowerment or professional identity.According to the above results,perceived organizational support from the outside environment can affect the professional well-being of special education teachers by improving their psychological empowerment and professional identity.In addition,demographic variables such as teaching years and position also have a certain influence on their professional well-being.Based on the above,we can pay more attention to the "weak teachers" such as new teachers and teaching post teachers,establish and improve the individualized organizational support system,enhance the psychological empowerment and professional identity of teachers,and improve the professional well-being of special education teachers.