A Research On The Relationship Among Professional Stress,Psychological Capital And Work Engagement Of Special Education Teachers

With the promulgation of a series of documents such as the Outline of the National medium-and-long-term Education Reform and Development Plan(2010-2020)and the Opinions on deepening the Reform of the Construction of Teachers in the New era in an all-round way,the state,society and schools have put forward higher requirements for teachers and given them higher expectations.Whether engaged in special education or general education,teachers are facing opportunities for career development,but also feel great pressure and challenges.Due to the different educational objects,special education teachers and general education teachers feel different pressure in their work,and the degree of their involvement in the work is also different.The results of the previous survey show that individual occupational stress significantly affects their work engagement,but there are few studies on special education teachers as research samples.In order to fully understand the influence mechanism of special education teachers’ occupational stress on work engagement and the differences between special education teachers and general education teachers in this aspect.This study adopts the method of questionnaire survey.On the basis of exploring the relationship between professional stress and work engagement of special education teachers and general education teachers,this paper introduces the variable of psychological capital to further explore the mediating effect between professional stress and work engagement of special education teachers and general education teachers,and compares special education teachers and general education teachers to analyze the differences between them.In this study,302 special education teachers and 308 general education teachers were taken as the sample to conduct a questionnaire survey.Using SPSS22.0 statistical software for data analysis,this paper discusses the development differences between special education teachers and general education teachers in the three variables of occupational stress,psychological capital and work engagement,and further analyzes the differences between them in the relationship between occupational stress,psychological capital and work engagement.The conclusions are as follows:(1)On the whole,the professional pressure of special education teachers and general education teachers is above the intermediate level,but the professional pressure of special education teachers is less than that of general education teachers;On the whole,the psychological capital and work engagement of special education teachers and general education teachers is above the intermediate level,and there is no significant difference in psychological capital and work engagement between the two groups.(2)The interaction items of education type and gender have a significant impact on concentration.(3)The interaction items of education type and age have significant effects on students’ problem behavior stress,resilience,optimism and vitality.(4)The interaction items of education type and whether to be a head teacher have a significant impact on hope,optimism,vitality,concentration and the total scores of work engagement.(5)The interaction items of education type and academic period have significant effects on workload pressure,students’ academic pressure,social and school evaluation pressure and professional development pressure.(6)The professional stress of special education teachers is negatively correlated with psychological capital and work engagement,and the psychological capital is positively correlated with work engagement.In the correlation between the three variables,the two groups of teachers are consistent.(7)The psychological capital of special education teachers and general education teachers plays a partial mediating role between their occupational stress and work engagement,and the proportion of mediating effect of special education teachers’ psychological capital in the total effect is larger than that of general education teachers.