【摘要】 目的 本研究探讨了特殊学校教师的职业倦怠与归因方式、成就动机之间的关系，同时考察了成就动机在特殊学校教师的职业倦怠与归因方式之间是否存在中介作用。方法 2017年12月～2018年12月采用问卷调查法，运用整群抽样的方法对上海市9所学校发放497份问卷(有效问卷425份)进行了问卷调查。本研究使用SPSS 20.0进行特殊学校教师职业倦怠、归因方式和成就动机3个量表得分的显著性分析和相关分析；使用AMOS 21.0进行成就动机在职业倦怠和归因方式之间的中介效应分析。结果 ①教龄10年以上教师的职业倦怠水平显著增加(P<0.05)；②特殊学校教师的学历水平会显著影响其归因方式(P<0.05)；③特殊学校教师的职业倦怠情况与收入体验密切相关(P<0.01)；④追求成功的成就动机在职业倦怠与归因方式中存在部分中介作用，中介效应占比23.20%。结论 ①校方应为教师提供专业化发展平台；②建议通过多种途径为教师争取社会支持；③应切实提高教师幸福感；④应培养教师坚韧的职业信念。更多还原

【Abstract】 Objective To explore the relationship between job burnout,attribution style and achievement motivation of special school teachers,and to investigate whether achievement motivation has a mediating role between job burnout and attribution style of special school teachers.Methods From December 2017 to December 2018,497 questionnaires (425 valid questionnaires) were distributed to 9 schools in Shanghai by using the questionnaire survey method and cluster sampling method.In this study,SPSS 20.0 was used to carry out the significance analysis and correlation analysis of the scores of the three scales of burnout,attribution style and achievement motivation of special school teachers;AMOS 21.0 was used to analyze the mediating effect of achievement motivation between burnout and attribution style.Results ①The level of job burnout among teachers with more than 10 years of teaching experience increases significantly (P<0.05);②the educational level of special school teachers significantly affects their attribution style (P<0.05);③the job burnout of special school teachers is closely related to income experience (P<0.01);④achievement motivation to pursue success has a partial mediating effect between job burnout and attribution style,and the mediating effect accounts for 23.20%.Conclusion ①The school should provide teachers with professional development platform;②it is suggested to obtain social support for teachers through various means;③to improve happiness of special school teachers;④teachers’ tenacious professional belief should be cultivated.更多还原