Special Education Full-time Teachers' Work Values, Professional Commitment, Work Performance And Relationship Research

Special education teachers shoulder the responsibility of educating disabled students and promoting the development of special education.The values they hold in their work not only affect their personal commitment but also affect their work performance and the stability of the special education teachers,thus affecting the quality of the development of special education.This study focused on full-time teachers' work values,career commitment and work performance who works in special-education.Method in this study is general questionnaire survey.The TWVS,Teachers' career commitment and teachers' work performance questionnaire by the researcher as the research tool.A total of 530 full-time teachers of special education participated but only 386 questionnaire were available in the surveyed.The data obtained from the test were processed and analyzed by descriptive statistics,independent sample T test one-way analysis of variance and Pearson correlation analysis to obtain the current working status of full-time teachers in special education.Finally,established a structural equation model to examine the career commitment as the Mediating role between the work values and the work performance.The results are as follows:(1)There are significant differences in gender and professional title in the work values of full-time teachers of special education,but no significant differences in professional background and educational objects.Compared to male teachers.Female teachers pay more attention to the safety and stability of the job and the interpersonal relationship in the job.Teachers with advanced professional titles pay more attention to the safety and stability of the job and the material rewards brought by the job.(2)The career commitment of full-time teachers of special education shows significant differences in gender,professional title,professional background and educational objects.The continuance commitment level of male teachers is significantly lower than that of female teachers.The level of affective commitment and normative commitment of teachers who has been accepted special education is higher than that of teachers with non-special education background.Teachers engaged in deafness education have the highest level of affective commitment,while those engaged in mental education have the highest level of continuance commitment.The positive correlation between the professional title and the level of teachers' career commitment is significant,that is,the higher the professional title,the higher the level of teachers' career commitment.(3)there are significant differences in the work performance of full-time teachers of special education in gender and professional title,but no significant differences in professional background and educational objects.In terms of gender,the level of work dedication and task performance of female teachers is significantly higher than that of male teachers.The work performance level of teachers with senior professional titles is the highest.(4)the work values of full-time teachers of special education have a significant positive predictive effect on career commitment and work performance.Career commitment also has a significant positive predictive effect on job performance,among which affective commitment has the best predictive power.(5)career commitment is a complementary intermediary between work values and work performance.