融合教育氛围对学前融合教育教师职业认同的影响:自我效能感的中介作用
The Effects of Inclusive Education Environment on Preschool Inclusive Education Teachers'Occupational Identity:The Mediating Role of Self-Efficacy
贾婵娟 1徐奕澜 2张璐怡2
作者信息
- 1. 杭州师范大学经亨颐教育学院,杭州,311121;浙江省哲学社会科学培育实验室"杭州师范大学婴幼儿发展与托育实验室",杭州,311121
- 2. 杭州师范大学经亨颐教育学院,杭州,311121
- 折叠
摘要
为探讨融合教育氛围对学前融合教育教师职业认同的影响及自我效能感在其中的作用机制,采用幼儿园融合教育氛围量表、学前融合教育教师职业认同量表及教师融合教育自我效能感评估量表,对317名学前融合教育教师进行调查研究.结果表明:(1)融合教育氛围正向预测学前融合教育教师职业认同;(2)学前融合教育教师的自我效能感在融合教育氛围和职业认同之间起部分中介作用.因此,建议通过积极营造支持性融合教育氛围和培养学前融合教育教师的自我效能感,增强其职业认同.
Abstract
In order to explore the impact of inclusive education environment on preschool inclusive education teachers'occupational identity and the mechanism of self-efficacy in it,317 preschool inclusive education teachers were investigated by using the Kindergarten Inclusive Education Environment Scale,Preschool Inclusive Education Teachers'Occupational Identity Scale and the Teachers'Inclusive Education Self-Efficacy Assessment Scale.The results showed that(1)the inclusive education environment positively predicted the occupational identity of preschool inclusive education teachers;(2)the self-efficacy of preschool inclusive education teachers played a partial mediating role between the inclusive education environment and occupational identity.Therefore,the occupational identity of preschool inclusive education teachers could be enhanced by actively creating a supportive inclusive education environment and cultivating their self-efficacy.
关键词
融合教育氛围/学前融合教育教师/职业认同/自我效能感Key words
inclusive education environment/preschool inclusive education teachers/occupational identity/self-efficacy引用本文复制引用
基金项目
浙江省哲学社会科学规划课题(2024)(24NDJC221YBM)
杭州师范大学教学改革项目(2023)()
出版年
2024
NETL
NSTL
万方数据