Relationship Among Achievement Motivation And Autonomy Development, Professional Efficacy Of Special Education Teachers In Primary And Secondary Schools

Primary and Secondary special education teacher development has been an important issue in the special education sector is concerned. For a long time, the research on the development of special education teachers in primary and secondary schools, mainly in the Meaning of their professional development, professional standards, professional development and status of professional development strategies and other aspects of primary and secondary special education teacher development study the internal dynamics is still lacking. We believe that the primary and secondary special education teachers to constantly adapt to the requirements and challenges of modern special education, we must give full play to their own initiative and initiative, which requires their achievement motivation. Achievement motivation is individual they think is important or valuable work, and strive to do, and strive to achieve an internal driving force for some ideal state is that people in the process to complete the task, and strive to obtain a successful internal motivation. Primary and Secondary Special Education Teachers achievement motivation is to inspire them to seek independent development of intrinsic motivation, initiative and enthusiasm affect their development of autonomy, as well as their professional efficacy.While,there are some studies about teachers of achievement motivation, self-development and professional efficacy, but these studies are the main object of college teachers and ordinary primary and secondary teachers, many studies are descriptive and empirical, lacking discussion of the relationship between the three, lacking of more in-depth empirical research. It was not yet to study on the Primary and Secondary Special Education Teacher Achievement motivation and discus related with the development of autonomy, professional efficacy of. This study discuss the relationship between primary and secondary special education teacher Achievement Motivation, the development of autonomy and professional efficacy as well as their status, characteristics and problems, puts forward the corresponding education countermeasures. Making up for the lack of domestic research in this area. This study was able to provide empirical evidence for the government to take countermeasures to raise the level of development of primary and secondary special education teachers, and promote the development of special education teachers.The results of the study found that:(1)self-made "primary and secondary special education teachers professional efficacy questionnaire" has good reliability and validity, in line with the requirements of education measurement, measurement can be used as research tools.(2) Primary and Secondary Special Education Teachers’ Achievement Motivation total were divided into 3.20, indicating their achievement motivation in the middle level; Primary and Secondary special education teacher autonomy development projects are divided into the total 3.97, indicating that their development of autonomy in the middle level; in elementary special education teachers professional efficacy were divided into total 4.18, indicating their professional efficacy is on the middle level.(3) Have a significant impact on the achievement of special education teachers in primary and secondary schools motivation variable, at the highest level of achievement motivation of teachers 30-40 age group; teachers college degree to pursue higher score than the successful undergraduate and graduate education teachers, teacher graduate degrees avoidance failure highest score; teach unrated titles and teacher achievement motivation scores than teachers of other titles; more than 15 years of teaching experience to succeed teachers scored higher than other teachers teaching experience, 3 years of seniority higher score than other teachers to avoid failure teachers teaching age score; blind pursuit of success Deaf teacher and Deaf teachers score higher than the score mentally retarded, the mentally retarded teacher achievement motivation score higher than other schools; teachers in Fujian Province in two dimensions and achievement motivation Total score higher than other parts of the teacher’s score.(4) Have a significant impact on professional efficacy Primary and Secondary special education teachers variables, age 50 and older teachers score higher than other age groups of teachers score; students and teachers over the score higher than other education teacher score; scores of senior middle school teachers score higher than other titles; leading cadres on professional competence efficacy, career wit efficacy and professional efficacy scores than other positions out of scores of teachers, teachers in vocational and interpersonal tasks efficacy scores on score higher than other duties teachers; more than 15 years of teaching experience of teachers points higher than other age groups of teachers score; teachers’ professional competence efficacy score higher than other regions in Fujian teacher score.(5) Have a significant impact on professional efficacy Primary and Secondary special education teachers variables, age 50 and older teachers score higher than other age groups of teachers score; students and teachers over the score higher than other education teacher score; scores of senior middle school teachers score higher than other titles; leading cadres on professional competence efficacy, career wit efficacy and professional efficacy scores than other positions out of scores of teachers, teachers in vocational and interpersonal tasks efficacy scores on score higher than other duties teachers; more than 15 years of teaching experience of teachers points higher than other age groups of teachers score; teachers’ professional competence efficacy Fujian teachers score higher than other regions.(6) Primary and Secondary special education teacher autonomy and total development of the four dimensions and the pursuit of success and achievement motivation score was significantly positively correlated with failure avoidance was negatively correlated significantly positively correlated with four dimensions and professional efficacy scores, in Primary efficacy of special Education teachers and the pursuit of success and achievement motivation score was significantly positively correlated with failure to avoid a significant negative correlation. Professional efficacy Primary and Secondary special education teachers between achievement motivation and self-development partially mediated.(7) According to the study, we proposed to strengthen incentives Primary and Secondary Special Education Teacher Achievement Motivation, Primary and Secondary special education teachers to promote the autonomy of development, improve education Primary and Middle School special education teachers’ professional efficacy.