A Study On Teachers’ Social Emotional Competence And Its Relationship With Teaching Efficacy And Job Satisfaction In Special School For Intellectual Disability

Teachers’ social emotional competence is closely related to their own mental health and professional happiness.Teachers in special school for intellectual disability need to teach students with different types and degrees of mental retardation.However,few studies have focused on teachers’ social and emotional competence and their positive effects on their psychology and work.It has been proved that teachers’ social emotional competence positively predicts their level of job satisfaction,and teaching efficacy is also closely related to job satisfaction.Therefore,this study investigates the present situation of teachers’ emotional competence in special school for intellectual disability through a self-designed questionnaire,and discusses the influence of teachers’ social and emotional competence on teaching efficacy and job satisfaction.There are three parts in this paper.Firstly,through literature analysis,teachers’ interviews and expert consultation,we revised a measurement tool of teachers’ social emotion competence.Subsequently,a self-designed questionnaire was used to investigate the status quo of teachers’ social and emotional competence.Finally,257 schools with mental retardation were investigated by using the Teaching Efficacy Scale of Special Education Teachers and the Job Satisfaction Scale of Special Education Teachers.Based on the prosocial classroom theory,the predictive effects of social emotion competence on teaching efficacy and job satisfaction of teachers with mental retardation were discussed respectively.（1）The self-designed social and emotional competence Questionnaire for teachers in special school for intellectual disability has four dimensions,including self-awareness,social awareness,interpersonal skills and responsible decision-making,and 20 items,which have been proved to be effective.（2）Teachers in special school for intellectual disability have better social and emotional abilities on the whole,and their interpersonal skills are relatively weak in four dimensions.Teachers in special school for intellectual disability have significant differences in social and emotional competence in age,teaching age and professional title.Self-awareness and responsible decision-making are different in students’ type of disorder.（3）The overall teaching efficacy of the teachers in special school for intellectual disability was above the medium level,the social emotional competence and interpersonal skills of the teachers in special school for intellectual disability positively predicted the teaching efficacy.（4）The job satisfaction of teachers in special school for intellectual disability was of medium level,and their social emotional competence was significantly positive in predicting job satisfaction,and interpersonal skills and self-awareness jointly influenced job satisfaction.（5）Teaching efficacy partially mediated the relationship between social emotional competence and job satisfaction of teachers in special school for intellectual disability.Based on the results of the study,some suggestions are put forward to cultivate the teachers’ social and emotional competence,strengthen the practical guidance of interpersonal relationship,and give full play to the intermediary role of teaching efficacy.