Why Does Mr.Ding not Want to Be a Teacher Anymore?—An Institutional Analysis of the Practical Dilemmas Faced by Resource Teachers in Inclusive Education
Based on the theory of identity crisis,this study explores the heterogeneous hierarchical pressures and institutional attributions faced by resource teachers who abandoned their posts at a high-quality primary school in Southern China.The research identifies that resource teachers are subject to top-down administrative pressure from distorted incentive mechanisms,and bottom-up moral pressure from ineffective coordination mechanisms vertically.Horizontally,they face developmental pressures from marginal identity systems and burdensome pressures from ambiguous identity systems.These four aspects of heterogeneous hierarchical pressures distort the educational practices of resource teachers,triggering an identity crisis.To effectively alleviate the practical dilemmas of resource teachers,the adverse incentive mechanism should be actively reversed,the employment and promotion system of resource teachers should be improved,the work boundaries and responsibilities of resource teachers should be clarified,the promotion of the concept of inclusive education should be strengthened,and the collaborative mechanism the home,school,and community should be improved.
inclusive educationidentity crisisresource teachercase study
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