Relationship Between Challenging Work Requirements and General Preschool Teachers' Efficacy of Inclusive Education

LI Yan-ju; WANG Duan-xia

doi:10.3969/j.issn.1672-4933.2025.05.007

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Relationship Between Challenging Work Requirements and General Preschool Teachers' Efficacy of Inclusive Education

Research on Integrated Education for Hearing Impaired Children | 更新时间：2025-09-11

- Relationship Between Challenging Work Requirements and General Preschool Teachers' Efficacy of Inclusive Education
- Chinese Scientific Journal of Hearing and Speech Rehabilitation Vol. 23, Issue 5, Pages: 475-479(2025)
- 作者机构：
  
  1.太原幼儿师范高等专科学校太原 030027
  2.中国听力语言康复研究中心北京 100029
- 作者简介：
- 基金信息：
- DOI：10.3969/j.issn.1672-4933.2025.05.007
  CLC： G76
- Received：02 January 2025，
  
  Published：15 September 2025
- 稿件说明：
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李艳菊,王段霞.挑战性工作要求与普通幼儿教师融合教育效能感的关系[J].中国听力语言康复科学杂志,2025,23(05):475-479.

LI Yan-ju,WANG Duan-xia.Relationship Between Challenging Work Requirements and General Preschool Teachers' Efficacy of Inclusive Education[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2025,23(05):475-479.
李艳菊,王段霞.挑战性工作要求与普通幼儿教师融合教育效能感的关系[J].中国听力语言康复科学杂志,2025,23(05):475-479. DOI： 10.3969/j.issn.1672-4933.2025.05.007.

LI Yan-ju,WANG Duan-xia.Relationship Between Challenging Work Requirements and General Preschool Teachers' Efficacy of Inclusive Education[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2025,23(05):475-479. DOI： 10.3969/j.issn.1672-4933.2025.05.007.

摘要

目的

探讨挑战性工作要求与普通幼儿教师融合教育效能感之间的关系，检验角色认同在其之间的中介作用。

方法

采用挑战性工作要求量表、幼儿教师融合教育效能感量表、教师角色认同量表，对312位有融合教育经历的普通幼儿教师进行问卷调查，探究挑战性工作要求对普通幼儿教师融合教育效能感的影响，以及普通幼儿教师对融合教育教师角色认同在二者之间的中介作用。

结果

①挑战性工作要求对普通幼儿教师融合教育效能感有显著的正向预测作用；②教师角色认同在挑战性工作要求和普通幼儿教师融合教育效能感之间起部分中介作用，即挑战性工作要求对普通幼儿教师融合教育效能感有直接影响，同时，也会通过教师角色认同对普通幼儿教师融合教育效能感产生影响。

结论

挑战性工作要求、教师角色认同影响普通幼儿教师融合教育效能感的水平。

Abstract

Objective

To explore the relationship between challenging work requirements and general preschool teachers' efficacy of inclusive education

and the mediating role of role identity between challenging work requirements and general preschool teachers' efficacy of inclusive education is tested.

Method

This study conducted a questionnaire survey on 312 general preschool teachers with experience of inclusive education were investigated by using the Challenging Work Demands Scale

Teachers' Efficacy of Inclusive Education Scale and Teachers' Role Identity Scale to explore the influence of challenging work demands on ordinary preschool teachers' efficacy of inclusive education and the mediating role of ordinary preschool teachers' role identity of inclusive education.

Results

Challenging work requirements have a significant positive predictive effect on general preschool teachers' efficacy of inclusive education; Teachers' role identity plays a partial mediating role between challenging work requirements and general preschool teachers' efficacy of inclusive education is that challenging work requirements have a direct impact on general preschool teachers' efficacy of inclusive education and at the same time

teachers' role identity will also have an impact on ordinary preschool teachers' efficacy of integrated education.

Conclusion

Challenging work requirements and teacher role identity affect the level of inclusive education efficacy of ordinary preschool teachers.

关键词

Keywords

references

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