Research on the Influence of Career Calling on Inclusive Education Teachers’ Work Well-Being: The Mediating Role of Self-Efficacy

Abstract

Abstract: To explore the influence mechanism of career calling of teachers in inclusive education on their work well-being, a total of 378 teachers of inclusive education in Beijing, Tianjin, and Hebei region were selected by cluster sampling method and tested by career calling scale, self-efficacy questionnaire and work well-being scale. The results showed that: 1) career calling, self-efficacy and work well-being were significantly positively correlated; 2) career calling had a significant positive impact on the work well-being; 3) teachers’ self-efficacy in inclusive education played a partial intermediary role in the influence of career calling on work well-being. The research showed that positively shaping teachers’ career calling, improving self-efficacy can effectively enhance their work well-being experience.

Key words: career calling, self-efficacy, work well-being, inclusive education teachers

摘要： 为探讨全纳教育教师职业使命感对工作幸福感的影响机制，采用整群抽样方法选取京津冀地区的全纳教育教师共378名为被试，使用职业使命感量表、自我效能感量表和工作幸福感量表进行问卷调查。研究发现：（1）职业使命感、自我效能感和工作幸福感之间均呈显著正相关；（2）职业使命感对工作幸福感有显著的正向影响；（3）全纳教育教师的自我效能感在职业使命感对工作幸福感的影响中起部分中介作用。研究表明，积极塑造全纳教育教师的职业使命感，提升自我效能感，可以有效提升全纳教育教师的工作幸福体验。

关键词: 职业使命感, 自我效能感, 工作幸福感, 全纳教育教师

CLC Number:

G443

ZHANG Ming, CHEN Gai, HAN Mei, WANG Jingyi. Research on the Influence of Career Calling on Inclusive Education Teachers’ Work Well-Being: The Mediating Role of Self-Efficacy[J]. Studies of Psychology and Behavior, 2020, 18(2): 248-254.

张明, 陈改, 韩梅, 王竞一. 全纳教育教师职业使命感对工作幸福感的影响：自我效能感的中介效应[J]. 心理与行为研究, 2020, 18(2): 248-254.

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