Jiao Chunlan, Qian Jing, Liu Huan
Normal School, Changshu Institute of Technology, Suzhou, China.
Front Psychol. 2022 May 24;13:900835. doi: 10.3389/fpsyg.2022.900835. eCollection 2022.
This study aims to explore the relationship and mechanism between the preschool inclusive education teachers' organizational support, teacher self-efficacy, and work engagement. This study adopted the organizational support scale, inclusive education efficacy scale, and work engagement scale, measured for 600 preschool inclusive education teachers, eventually obtained 568 effective questionnaires, established research model, and analyzed the data using the structural equation model (SEM). There are significantly more men (65.1%) than women (34.9), and the majority (57.6%) were public kindergarten. Organizational support significantly positively affects teachers' self-efficacy (β = 0.526, < 0.001) and work engagement (β = 0.385, < 0.001) in preschool inclusive education. Preschool teachers' self-efficacy has a significant positive impact on work engagement (β = 0.222, < 0.001). Preschool teachers' self-efficacy plays a partial mediating role between organizational support and work engagement (β = 0.202, < 0.001, CIs = [0.077, 0.305]). Organizational support not only directly affects teachers' self-efficacy and work engagement in preschool inclusive education but also indirectly affects their work engagement through preschool teachers' self-efficacy, which provides theoretical and practical guidance for the research of inclusive education.
本研究旨在探讨学前融合教育教师的组织支持、教师自我效能感与工作投入之间的关系及作用机制。本研究采用组织支持量表、融合教育效能感量表和工作投入量表，对600名学前融合教育教师进行施测，最终获得有效问卷568份，建立研究模型，并运用结构方程模型（SEM）对数据进行分析。男性教师（65.1%）显著多于女性教师（34.9%），且大多数（57.6%）就职于公办幼儿园。在学前融合教育中，组织支持对教师的自我效能感（β = 0.526，p < 0.001）和工作投入（β = 0.385，p < 0.001）有显著的正向影响。学前教师的自我效能感对工作投入有显著的正向影响（β = 0.222，p < 0.001）。学前教师的自我效能感在组织支持和工作投入之间起部分中介作用（β = 0.202，p < 0.001，置信区间 = [0.077, 0.305]）。组织支持不仅直接影响学前融合教育教师的自我效能感和工作投入，还通过学前教师的自我效能感间接影响其工作投入，这为融合教育研究提供了理论和实践指导。
