融合学校智障和发育障碍学生教师的工作动机概况：混合方法研究

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-08-27 DOI:10.1016/j.tate.2024.104761

Zhengli Xie , Xinhua Zhu , Fei Cao , Wei Yuan , Yuan Yao

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引用次数: 0

摘要

本研究旨在识别智障和发育障碍学生教师的工作动机特征，并调查相关因素。通过对972名中国全纳小学教师的调查和对10名教师的访谈，这项混合方法研究确定了三种工作动机类型：去动机型、意义追求型和深度内化型，其中第一种类型表现出最小的适应价值，第三种类型表现出最大的适应价值。工作年限和在职培训影响了教师的工作动机特征。学校政策、校长支持、专业支持以及与学生家长的合作有助于区分三种特征。本文讨论了影响和局限性。

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Work motivation profiles among inclusive school teachers of students with intellectual and developmental disabilities: A mixed-method study

This study aimed to identify the profiles of work motivation among teachers of students with intellectual and developmental disabilities and investigate the associated factors. Through surveying 972 and interviewing 10 teachers from Chinese inclusive primary schools, this mixed-method study identified three work motivation profiles: de-motivated, meaning-seeking, and deep internalization, with the first profile exhibiting the least adaptive value and the third demonstrating the most adaptive value. Length of service and in-service training influenced teachers' profile membership. School policies, principal support, professional support, and collaboration with students’ parents contributed to differentiating the three profiles. Implications and limitations are discussed.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.