A Case Study Of Decision-making Of Primary Inclusive Teachers

Times With the improvement of the quality of inclusive education,the high-quality development of teaching in regular classes has become an increasing concern.Teaching is a decision-making behavior,and teachers’ decision-making throughout the whole instruction process directly affect teaching effectiveness.Compared with primary teachers without special children in the class,primary inclusive teachers are in more heterogeneous teaching situations,their decision-making face more uncertainty,and the process of decision-making is more complex.However,there is limited research on the analysis of teaching in regular classes from the perspective of teachers’ decision-making,and the whole picture of the teachers’ decision-making process of primary inclusive teachers is unknown.So,what does the teachers’ decision-making look like for primary inclusive teachers? How are the teachers’ decision-making of primary inclusive teachers made?Based on the above considerations,the researchers used the case study method to conduct in-depth interviews with 10 primary inclusive teachers to understand the current situation of their decision-making process.Through interviews with two primary special education teachers,the authenticity of the data was verified and more comprehensive and specific information was explored.The researchers analyzed the interview data through a three-level coding program of grounded theory,and explored the characteristics,influencing factors,game relationship and orientation of primary inclusive teachers’ decision-making.Combined with bounded rationality theory and organizational decision analysis,this paper attempts to analyze how the decision-making of primary inclusive teachers are made.The conclusions of this study are as follows:First,the decision-making of primary inclusive teachers are mainly affected by four representative factors: performance system,decision-making time,accompanying parents,and teachers’ self-role positioning,which can be summarized as policy factors,resource factors,actor factors,and cognitive factors.Second,the four types of influencing factors play the role of inducing,coercing,negotiating,and regulating respectively,and primary inclusive teachers play games with the four types of influencing factors to make decision-making behaviors that adapt,compromise,change,and reflect.Third,under the comprehensive effect of different influencing factors,primary inclusive teachers finally form four types of differentiated decision-making orientations:enterprising convergence,regressive disparity,enterprising retreat,and regressive convergence.Fourth,the decision-making of primary inclusive teachers are the process of playing with four types of influencing factors and making relatively satisfactory decisions.Based on the above conclusions,in order to make the decision-making of primary inclusive teachers can point to better teaching effectiveness,and to improve the quality of teaching in regular classes by changing the decision-making of primary inclusive teachers,the researchers suggest: change the orientation of teaching center and return to the student base;Enhance democratic awareness and incentives in the teachers’ decision-making environment.In order to provide some reference for improving the quality of teaching in regular class by changing primary inclusive teachers’ decision-making.