【摘要】 特殊教育教师心理健康是影响特殊教育高质量发展的重要因素。教育数字化在带来革新机遇的同时，也衍生出新的职业压力源。本研究旨在探讨数字化技术压力对特殊教育教师心理健康的作用路径，重点检验领悟社会支持与自我效能感在其中的中介效应。采用数字化技术压力量表、心理健康量表、领悟社会支持量表及自我效能感量表对460名特殊教育教师进行问卷调查。结果表明：数字化技术压力显著负向预测特殊教育教师心理健康水平；数字化技术压力通过领悟社会支持和自我效能感的单独中介作用及链式中介作用间接影响特殊教育教师心理健康。基于此，建议从优化特殊教育专属数字资源与培训、构建专业性社会支持网络、系统提升特殊教育教师自我效能感等多层面入手，构建适应特殊教育教师职业需求的心理健康支持体系，以应对教育数字化带来的新挑战。更多还原

【Abstract】 The mental health of special education teachers is a critical factor influencing the high-quality development of special education. While educational digitization brings opportunities for innovation, it also generates new sources of occupational stress. This study aims to explore the pathways through which digital technology stress affects the mental health of special education teachers, with a particular focus on examining the mediating effects of perceived social support and self-efficacy. A questionnaire survey was conducted on 460 special education teachers using the Digital Technology Stress Scale, Mental Health Scale, the Perceived Social Support Scale, and the Self-Efficacy Scale. Results indicate that digital technology stress significantly and negatively predicts mental health levels among special education teachers. Digital technology stress indirectly influences mental health through both independent mediating effects of perceived social support and selfefficacy, as well as a chain mediating effect. Based on these findings, it is recommended to take a multi-level approach by optimizing special education-specific digital resources and training, building professional social support networks, and systematically enhancing special education teachers’ self-efficacy, so as to establish a mental health support system that meets the occupational needs of special education teachers and addresses the new challenges brought about by educational digitalization.更多还原