The Influence of Special Education Teachers'Identity on Their Willingness of Professional Development—From the Perspective of Theory of Planned Behavior
The identity and professional development of special education teachers are the key to carry forward the spirit of educators and build a strong education power,and both are indispensable to lead the construction of a high-quality professional teacher team.Based on the perspective of the Theory of Planned Behaviour,this study conducted an empirical investigation on 2705 special education teachers to construct and test the mechanism and model of the influence of special education teachers'identity on their willingness to develop professionally.The study found that identity as a personal attitude positively predicts professional development intention,teaching efficacy as a component of perceptual behavioural control mediates the effect of identity on professional development intention,and perceived social support as an internal perception of subjective norms moderates the predictive effect of teaching efficacy on professional development intention.Based on the background of the mission of promoting the spirit of educators and practicing the strategy of a strong education power,it is necessary to lead the construction of special education teachers'identity,help improve the sense of teaching efficacy,create a favourable social support environment,enhance the willingness of special education teachers to develop professionally,and promote the high-quality development of special special education.
education powertheory of planned behaviorspecial education teachersprofessional development willingness
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