Study On The Survival Status Of Teachers In Special Children’s Rehabilitation Institutions

Teachers in special education rehabilitation institutions bear the mission of providing special children with dignity and educational rehabilitation,and they are the main providers of early intervention.However,the living conditions of teachers in special education rehabilitation institutions are not optimistic.Their living conditions are often overlooked or even ignored.This study aims to explore the current status and problems of the living conditions of teachers in special education rehabilitation institutions.By revealing and analyzing the issues related to their living conditions,this study seeks to raise awareness among various stakeholders about the importance of the living conditions of teachers in special education rehabilitation institutions,promote the development of the special education rehabilitation teacher workforce,and improve the quality of early intervention education.To understand the real state of teachers’ living conditions in special education rehabilitation institutions,this study focused on teachers in such institutions as the survey subjects.A questionnaire survey and interviews were conducted with 212 teachers,mainly investigating three aspects: their material conditions,mental conditions,and professional development.The study found that teachers in special education rehabilitation institutions face several challenges in their living conditions.In terms of material conditions,they receive low salaries,and their quality of life is not adequately guaranteed.They also experience low social recognition,and their rightful authority as teachers is often undermined.Furthermore,their workload is heavy and they bear significant responsibilities.In terms of mental conditions,teachers in special education rehabilitation institutions work in poor environments with tense interpersonal relationships.They have a low sense of professional identity and experience high levels of occupational burnout,resulting in low work enthusiasm.In terms of professional development,they lack professional training opportunities,face imperfect promotion and evaluation systems,and have limited growth platforms.The study identified insufficient support and investment from the government in special education rehabilitation institutions,profit-oriented and outdated management systems in these institutions,as well as low personal qualities and professional competence as the main factors contributing to the severe living conditions of teachers in special education rehabilitation institutions.Based on these findings,the study proposes strategies to improve the living conditions of teachers in special education rehabilitation institutions.At the societal level,policy guidance should be implemented,and greater social support should be provided to improve teachers’ working environment,management support,salaries,and social status.Efforts should be made to strengthen teacher training and professional development in special education rehabilitation institutions.At the institutional level,strong support should be provided to improve the internal environment,establish a good working environment and conditions,and enhance teachers’ compensation and welfare benefits.At the individual level,teachers should self-motivate and self-improve,enhance their professional competence and self-awareness for personal growth,establish a good teacher team and professional support system,and strengthen personal mental health management.