An Empirical Study On The Promotion Of Professional Identity Of Special Education Teachers From The Perspective Of Organizational Theory

Teachers’ professional identitiy is the key factor in promoting their professional development in the field of special education.By strengthening organizational support,the professional identity of special education teachers can be significantly improved,so as to improve their work satisfaction and well-being,and maintain the stability of the teachers in special education schools.Based on the social exchange theory and organizational support theory,this study uses questionnaire survey method to select teachers from countries and cities of Handan and Shijiazhuang in special education schools,and takes the interview method as a supplement.It reveals the current situation of professional identity and organizational support of special education teachers and the influence of organizational support on professional identity of special education teachers.The fundings of the study:1.The professional identity of special education teachers is at an intermediate level,in which people’s professional ideas and behavior have reached a fairly high level,but teachers’ sense of role and recognition of their work still need to be strengthened.2.The professional identity of teachers in special education varies slightly in terms of gender,age,teaching age,profession,type of school and professional title.In special education schools,female teachers have a higher professional identity than male;with the increase of teachers’ age and teaching age,the professional identify of special education teachers shows a trend of U-shaped curve;the professional identify of special education teachers with special education expertise is higher than that without special education expertise;the professional identity of teachers in different types of special education schools is different,from high to low,they are special education teachers in schools for the blind,then special education teachers in schools for the deaf,then special education teachers in comprehensive special education schools,and finally special education teachers in schools for the mentally training;of all the professional title levels,special education teachers with intermediate professional title have the lowest professional identity.3.The perceived organizational support of special education teachers is at the upper middle level,among which the level of goal-oriented and cooperative culture is high,indicating that special education schools have clear development goals and a strong working atmosphere of solidarity and cooperation;and the level of work support and motivation and evaluation dimension is low,indicating that the strength of work support for teachers in special education schools needs to be improved,and the system of motivation and evaluation for teachers is not perfect and still needs improvement.4.There are slight differences in the perceived organizational support of special education teachers in terms of gender,age,teaching age,profession,type of school and professional title.In special education schools,the perceived organizational support of male teachers is significantly higher than that of female teachers;moreover,with the increase of teaching age and professional title,the perceived organizational support presents a U-shaped curve;in terms of age,the perceived organizational support of special education teachers showed an “inverted U”shaped curve;the perceived organizational support of special education teachers with non-special education professional background is higher than that of special education teachers with special education professional background;the perceived organizational support of special education teachers working in comprehensive special education schools was significantly higher than that of teachers working in other single special education schools;the perceived organizational support of special education teachers with intermediate professional title is significantly lower than that of special education teachers with other professional titles.5.There is a significant positive correlation between the perceived organizational support and professional identity of special education teachers,and the perceived organizational support significantly predicted the professional identity of special education teachers.By providing effective organizational support,the professional identity of special education teachers can be greatly enhanced,among which goal-oriented behavior can greatly improve this level,followed by work support,a culture of cooperation and finally motivation and evaluation.Based on the above conclusions,this study proposes to strengthen the goal orientation and improve the professional identity of special education teachers;strengthen the construction of campus culture and create cooperative culture;increase work support and motivation for special education teachers;step into the teacher’s heart and give emotional support;establish equitable mechanisms to effectively motivate special education teachers;according to the differences of special education teachers,provide comprehensive and diversified support.