Work motivation profiles among inclusive school teachers of students with intellectual and developmental disabilities: A mixed-method study☆

被引：0
|
作者：
Xie, Zhengli [1 ]
Zhu, Xinhua [1 ]
Cao, Fei [2 ]
Yuan, Wei [3 ]
Yao, Yuan [4 ]
机构：
[1] Hong Kong Polytech Univ, Dept Chinese & Bilingual Studies, Hong Kong, Peoples R China
[2] Nanjing Normal Univ, Sch Teacher Educ, Nanjing, Peoples R China
[3] Cent China Normal Univ, Sch Educ, Wuhan, Peoples R China
[4] Cent South Univ, Sch Foreign Languages, Changsha, Peoples R China
来源：
TEACHING AND TEACHER EDUCATION | 2024年 / 151卷
关键词：
Work motivation; Job crafting; Attitudes towards inclusive education; Teachers; Intellectual and developmental disabilities; Mixed-method study; SELF-DETERMINATION THEORY; EDUCATION; ATTITUDES; EFFICACY; SATISFACTION; PERFORMANCE; COMMITMENT; JOB;
D O I：
10.1016/j.tate.2024.104761
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study aimed to identify the profiles of work motivation among teachers of students with intellectual and developmental disabilities and investigate the associated factors. Through surveying 972 and interviewing 10 teachers from Chinese inclusive primary schools, this mixed-method study identified three work motivation profiles: de-motivated, meaning-seeking, and deep internalization, with the first profile exhibiting the least adaptive value and the third demonstrating the most adaptive value. Length of service and in-service training influenced teachers' profile membership. School policies, principal support, professional support, and collaboration with students' parents contributed to differentiating the three profiles. Implications and limitations are discussed.
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页数：11
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