A Study On The Relationship Between Occupational Stress And Occupational Well-being Among Special School Teachers:The Chain Mediating Role Of Emotional Intelligence And Self-efficacy

Due to the complexity and specificity of the physical and mental development of special students,there are large differences between individuals,requiring special school teachers to put more effort into their work.However,as the actual teaching effectiveness is not in balance with the effort they put in,they are prone to burnout,self-doubt and other negative psychology.The level of professional well-being of teachers is a key indicator to evaluate the quality of life and psychological state of survival of teachers.If teachers in special schools are under high stress for a long period of time,their professional well-being will be reduced and the quality development of special education will even be affected.Emotional intelligence and self-efficacy are important psychological resources that can effectively mitigate the adverse effects of occupational stress and enhance teachers’ professional well-being.Therefore,this study investigates the relationship between occupational stress and occupational well-being of special school teachers,and attempts to clarify the mechanisms of emotional intelligence and self-efficacy in the relationship between occupational stress and occupational well-being of special school teachers.This study used the Special School Teachers’ Occupational Profile Questionnaire to survey 432 special school teachers to find out more about their occupational profile.The findings of the study are as follows.(1)Special school teachers’ occupational stress was at a moderately high level.,with the highest level of workload among the sub-dimensions.special school teachers’ occupational well-being,emotional intelligence and self-efficacy were all at a high level.(2)There are significant differences in the occupational well-being of special school teachers in terms of gender,age,length of teaching,academic background,monthly income,professional background and special education training level.Significant differences in the occupational stress of special school teachers in terms of age,title,monthly income and professional background.Significant differences in the emotional intelligence of special school teachers in terms of gender,age,academic background,title,position and monthly income.Significant differences in the self-efficacy of special school teachers in terms of gender,age,length of teaching,professional background,and special education training level.(3)Special school teachers’ occupational stress was a significant negative predictor of emotional intelligence,self-efficacy and occupational well-being.Emotional intelligence,self-efficacy and occupational well-being of special school teachers were significantly and positively related to each other.(4)Emotional intelligence and self-efficacy partially mediated the relationship between occupational stress and occupational well-being of special school teachers.(5)Emotional intelligence and self-efficacy mediated the chain between occupational stress and occupational well-being of special school teachers.The above findings suggest that special school teachers feel more occupational stress in terms of workload.They feel more well-being at work and have a stronger sense of emotional intelligence and self-efficacy.At the same time,special school teachers were able to reduce the negative effects of occupational stress on their occupational well-being through the emotional intelligence and self-efficacy chain mediation.Based on the above findings,this study recommends improving the professional competence of special school teachers and reduce stressors to alleviate their occupational stress.Creating a good working atmosphere and strengthening relevant training to promote the emotional intelligence of special school teachers.And building a platform to showcase and affirm personal values to enhance the self-efficacy of special school teachers in order to improve their occupational well-being and promote positive career development.