Alexandria Digital Research Library

Influencing factors of Chinese teachers' attitudes towards current Chinese Special Education system

Author:
Li, Ao
Degree Supervisor:
Mian Wang
Place of Publication:
[Santa Barbara, Calif.]
Publisher:
University of California, Santa Barbara
Creation Date:
2016
Issued Date:
2016
Topics:
Asian studies, Special education, and Educational evaluation
Keywords:
Teacher attitude
Factor
Special education
Genres:
Online resources and Dissertations, Academic
Degree Grantor:
University of California, Santa Barbara. Education
Dissertation:
M.A.--University of California, Santa Barbara, 2016
Description:

Recent decades have witnessed the establishment of a dual system of Chinese special education, which is special education school and the Learning in Regular Classroom movement (LRC). Teacher's attitude about the rising special education system has become a focal research topic in the field. As an emerging trend, research has mainly focused on Chinese teachers' attitudes about LRC. Although special education school still remain as an important way of educating children with disabilities in China, research has seldom focused on teachers' attitudes towards special education, and thus merits a need of inquiry for better understanding.

The aim of this study is to investigate what constitute Chinese teachers' attitudes about special education system and practice, and what factors affect Chinese teachers' attitudes. The study examined the effect of four types of variables: demographic variables, professional character variables, affective variables and support variable on teachers' attitudes about Chinese special education system. This study employed a large-scale nationally representative data set from the Study of Professional Development Status of Chinese Special Education Teacher for secondary data analysis. The survey was developed and distributed using a multistage stratified cluster sampling method by East China Normal University. A total of 3,485 special education school teachers from 126 schools of nine provinces participated in the study. Findings showed that teachers' attitudes did vary based on their gender, workplace and position category. Demographic variables including age (only slightly negatively correlated with public school teachers' attitudes when based on teacher's position category) , educational qualification, length of special education teaching did not pose effect on teachers' attitude. Some professional characters including teaching skills, in-service training, knowledge about special education were found positively correlated with teachers' attitudes, while other professional character variables, including major and the kind of special education school they teach did not pose effect on their attitudes. Affective variables (self-efficacy level, teaching efficacy level and sense of achievement) and support variable (level of support) were also positively correlated with teachers' attitudes about Chinese special education system. In the last section, implications were given for school leaders, teacher educators and researchers.

Physical Description:
1 online resource (66 pages)
Format:
Text
Collection(s):
UCSB electronic theses and dissertations
ARK:
ark:/48907/f34t6jjc
ISBN:
9781369575965
Catalog System Number:
990047512010203776
Rights:
Inc.icon only.dark In Copyright
Copyright Holder:
Ao Li
File Description
Access: Public access
Li_ucsb_0035N_13257.pdf pdf (Portable Document Format)