STATUS AND INFLUENCING FACTORS ON PROFESSIONAL IDENTITY OF SPECIAL EDUCATION TEACHERS IN CHINA

Abstract

Three hundred and six teachers were conveniently selected from special education schools in Guangdong Province, China to conduct a questionnaire survey to investigate the status, and influencing factors of their professional identity. The results show that: (1) the professional identity of special education teachers is relatively high in the overall level and dimensions. (2) There are significant differences in the level of professional identity in terms of leadership, marriage, teacher education, teaching years and professional titles. (3) Both occupational stress and school support can significantly predict the professional identity of special education teachers, and school support has the greatest explanatory power.