The Impact of Professional Identity of Kindergarten Teachers on the Competence of Inclusive Education:A Moderated Mediation Model
As frontline practitioners engaged in inclusive education,the competence level of these kindergarten teachers directly affects the overall quality of preschool inclusive education.This study focuses on 399 full-time kindergarten teachers with experience in inclusive education,exploring the impact of professional identity on competence in the context of inclusive education,and exploring its mechanism and boundary conditions from the perspectives of mediating and moderating effects.The results show that:professional identity has a positive impact on the competence of teachers in inclusive education;Teacher organizational citizenship behavior plays a partial mediating role in the impact of professional identity on their competence;The overall adjustment of teacher psychological resilience moderates the relationship between professional identity and inclusive education competence.It is urgent to take measures such as strengthening teacher autonomously professional identity,motivating teachers to exhibit more altruistic sharing behaviors,and providing targeted hierarchical social support,so as to enhance teachers'competence in inclusive education.
professional identitycompetence of inclusive educationorganizational citizenship behaviorpsychological resilience
NETL
NSTL
万方数据
