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目的:探讨特殊教育学校教师职业承诺与社会支持的关系。方法:采用教师职业承诺量表和领悟社会支持量表对108名特殊教育学校教师进行测量,并对收集的数据进行相关性分析。结果:特殊教育学校教师职业承诺与社会支持存在显著相关(r=0.521,P<0.001);特殊教育学校教师社会支持对职业承诺有一定的预测作用(B=0.370,P=0.001)。结论:特殊教育学校教师职业承诺与社会支持存在一定关系,提高教师社会支持水平有助于改善教师职业承诺状况。
Objective: To explore the relationship between occupational commitment and social support of teachers in special education schools. Methods: 108 teachers of special education schools were measured with the Teacher Professional Commitment Scale and the Perceived Social Support Scale, and the data collected were analyzed. Results: There was a significant correlation between occupational commitment and social support in special education school teachers (r = 0.521, P <0.001). Social support for teachers in special education schools had a certain predictive effect on occupational commitment (B = 0.370, P = 0.001). Conclusion: There is a certain relationship between occupational commitment and social support for teachers in special education schools. Improving the social support level of teachers helps to improve teachers’ professional commitment.