Shaanxi University of Science and Technology, Xi'an, China.
Shenzhen Polytechnic University, Nanshan District, 7098 Liuxian Avenue, Shenzhen, Guangdong, 518055, China.
BMC Psychol. 2024 Oct 18;12(1):570. doi: 10.1186/s40359-024-02075-z.
The professional development of special education teachers has received increasing attention in recent years, and identity has been identified as a protective factor in this context. However, only a limited amount of information is available regarding the potential mediators and moderators of this relationship. A major objective of this study was to determine (a) whether self-efficacy mediates the relationship between professional identity and professional development and (b) whether perceived social support moderates the indirect relationship between professional identity and professional development among special education teachers. A total of 2668 special education teachers participated in this study and completed measures relating to their professional identity, self-efficacy, perceived social support, and professional development. The study found that (1) professional identity is significantly and positively related to the professional development of special education teachers, while self-efficacy and perceived social support are similarly positively related to their professional development; (2) the relationship between professional identity and professional development is partially mediated by teachers' self-efficacy; and (3) perceived social support moderates the indirect effects of professional identity on special education teachers' professional development via self-efficacy. Based on the findings of this study, it appears that high perceived social support may be a protective factor concerning the professional development of special education teachers with low self-efficacy since these special education teachers appear to require more professional development.
近年来，特殊教育教师的专业发展受到了越来越多的关注，并且身份认同已被确定为这方面的一个保护因素。然而，关于这种关系的潜在中介和调节因素，我们所掌握的信息十分有限。本研究的主要目的是确定：(a)自我效能感是否在专业认同与专业发展之间起中介作用；(b)感知到的社会支持是否调节专业认同与专业发展之间的间接关系。共有 2668 名特殊教育教师参与了这项研究，他们完成了与专业认同、自我效能感、感知到的社会支持和专业发展有关的测量。研究发现：(1)专业认同与特殊教育教师的专业发展呈显著正相关，而自我效能感和感知到的社会支持与他们的专业发展也呈正相关；(2)专业认同与专业发展之间的关系部分通过教师的自我效能感起中介作用；(3)感知到的社会支持通过自我效能感调节专业认同对特殊教育教师专业发展的间接影响。基于这项研究的结果，似乎高感知到的社会支持可能是低自我效能感的特殊教育教师专业发展的保护因素，因为这些特殊教育教师似乎需要更多的专业发展。
