The Effect of Chinese Special Education Teachers’ Competence on Their Occupational Well-Being: The Mediating Effect of Resilience

ABSTRACT

The present study investigated the mediation role of resilience between competency and occupational well-being and its variations among Chinese special education teachers. Two hundred and twenty-four Chinese special education teachers from Shandong and Zhejiang in China completed a range of self-report questionnaires, including Special Education Teacher Competence Scale, The Connor-Davidson Resilience Scale (CD-RISC) and Special Education Teacher Occupational Well-being Scale. Correlation analysis revealed that special education teachers’ competence, resilience, and occupational well-being were significantly correlated with each other. Furthermore, structural equation modelling analysis showed that competence exerted its indirect effect on occupational well-being through the mediation of resilience. The findings of this study provide a new perspective on the complex association between competence and occupational well-being. Practical implications were discussed in this academic research.

KEYWORDS:

• Competence
• occupational well-being
• resilience
• special education teacher

Acknowledgments

We thank all the teachers who participated in this study.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Shandong Provincial Education Science 13th Five-Year Plan 2019 Project under Grant YZ2019069; 2019 Binzhou Medical University Social Science Development Fund Project under Grant.