全球教育展望

本文以分布在9个省市的127所特殊教育学校的3 485名特殊教育学校教师作为研究对象,对我国特殊教育学校教师的教育效能感特征进行调查与分析。结果表明:(1)我国特殊教育学校教师总体具有积极的一般教育效能感,但仍有一定的提升与发展空间;(2)不同性别、年龄、特教教龄的特殊教育学校教师一般教育效能感不存在显著差异。但随年龄和特教教龄增长,表现出"U型"发展趋势;(3)特殊教育专业毕业的教师一般教育效能感显著高于非特殊教育专业毕业的教师,而本科及以上学历的特殊教育学校教师一般教育效能感显著低于中专和大专学历的特殊教育学校教师;(4)不同类型特殊教育学校的教师一般教育效能感存在显著差异,培智/辅读学校教师的教育效能感低于其他三类特殊教育学校的教师,综合类特殊学校教师教育效能感低于盲校和聋校教师;(5)教授智障学生、自闭症学生和脑瘫学生的特殊教育学校教师一般教育效能感(极其)显著地低于不教授这三类学生的教师;(6)特殊教育学校教师的一般教育效能感与职业态度和离职意向存在相关,与其对特殊儿童、对特殊教育课程与教学以及对特殊教育的整体态度存在极其显著的正相关。

With subjects of 3 485 teachers in 127 special education schools from 9 provinces or cities in China, this study investigated the general teaching efficacy of teachers in special education schools in China. The results indicated that:(1) teachers in special education schools had relatively positive sense of teaching efficacy, while with enough space for further develop;(2) there was no significant gender, age or teaching time difference in teaching efficacy of teachers in special education schools, while showed a "U" curve trend with the increasing of teachers' age and teaching time;(3) the teaching efficacy of teachers graduating from special education programs was significantly higher than that of those who graduated from non-special education programs, and teachers in special education schools with bachelor's degree or above had significant lower teaching efficacy than those with less than bachelor's degree;(4) there existed significant differences in teaching efficacy of teachers among different types of special education schools. That is, the teaching efficacy of teachers working in special schools for students with intellectual disabilities was significantly lower than that of teachers working in other three kinds of special education schools, the teaching efficacy of teachers in comprehensive special schools was lower than that of teachers in schools for students with visual and/or hearing impairments;(5) the teaching efficacy of teachers in special education schools who teach students with intellectual disabilities, with autism, and with cerebral palsy was(extremely) significantly lower than that of those who do not teach these three kinds of students;(6) the teaching efficacy of teachers in special education schools was related with their vocational attitude and quitting intention, and was significantly positively correlated with their attitude toward children with special needs, special education curriculum and instruction, and special education as a whole.