The Effect Of Professional Identity Of Special Education Teachers On Turnover Intention

As the main implementer of special education,special education teachers are not only the important force to promote the development of special education,but also the key to run special education well.However,due to the particularity of special education teachers' work,they are often faced with greater work pressure,more difficult to obtain satisfaction and sense of achievement,more likely to produce job burnout and lead to turnover intention and behavior.Many studies show that teachers' professional identity and well-being will have an important impact on turnover intention.Based on this,this study uses the teacher professional identity scale,the overall well-being scale,the turnover intention scale and the self-made demographic variable questionnaire.Taking 301 special schools(including deaf school,blind school,intelligence training school and comprehensive special school)teachers in Gansu,Shaanxi and Sichuan Province as the research objects,to understand the status quo of their professional identity,subjective well-being and turnover intention,and analyze them the differences in demographic variables such as teaching age,professional title,whether to serve as a head teacher or not,and whether to concurrently serve as a school administration are explored to explore the relationship among them and to test whether subjective well-being plays an intermediary role between career identity and turnover intention.The results are as follows:(1)at present,the overall level of professional identity of special education teachers is high,subjective well-being tends to be relatively happy,and the overall level of turnover intention is not high.(2)In the aspect of professional identity of special education teachers,the professional identity of 36-45-year-old special education teachers is the lowest,the professional behavior tendency of the special education teachers who are not evaluated and have senior professional titles is low,and the professional identity of the special education teachers who are class teachers is high.In the aspect of subjective well-being of special education teachers,the 11-20-year-old special education teachers have the lowest subjective well-being,and the special education teachers who are also in school administration work have a higher control over emotion and behavior.In terms of the turnover intention of the special education teachers,the turnover intention of the special education teachers with 3 years or less and 4-10 years is significantly higher than that of the special education teachers with other teaching ages,and the turnover intention score of the special education teachers with 4-10 years is the highest,the turnover intention of the special education teachers without the title evaluation is the strongest,and the turnover intention of the special education teachers who are also in the school administration is low.(3)The professional identity and subjective well-being of special education teachers are negatively correlated with turnover intention,while the professional identity of special education teachers is positively correlated with subjective well-being.(4)Professional identity of special education teachers can directly affect turnover intention,and also affect turnover intention through subjective well-being as an intermediary variable.Through discussion and analysis,this study puts forward several suggestions from the perspective of education authorities,special education schools and special education teachers,in order to find more countermeasures to alleviate the intention of special education teachers to leave,and provide some reference and inspiration for stabilizing the special education teachers.