The structure of aspecial educator's attitude towards professional activity

Straipsnyje pristatomi specialiųjų pedagogų socialinių nuostatų profesinės veiklos atžvilgiu tyrimo rezultatai. Remiantis autorių sudaryta nuostatų skale buvo apklausti 423 Lietuvos specialiojo ugdymo įstaigose dirbantys pedagogai. Straipsnyje pateiktas teorinis socialinės nuostatos diskursas, atskleista Lietuvos specialiojo pedagogo nuostatų profesinės veiklos atžvilgiu struktūra (profesinės motyvacijos, pedagoginio autoritarizmo bei negalės komponentai). Nagrinėjamas minėtų nuostatų santykis su kitais psichometriniais konstruktais (Profesinis tinkamumas ir profesinis pasitenkinimas, stresas darbe, santykiai su kolegomis). Siekdama išryškinti Lietuvos pedagogo progesinių nuostatų transkultūrinį ekvivalentiškumą ir savitumus. Nagrinėjama sociodemografinių veiksnių įtaka nuostatų raiškaiThe attitude of special educators in Lithuania has been assessed by a scale constructed according to the THURSTONE'S methodology. One third of special educators in Lithuania (N= 423) have been interviewed. The results of the research present a theoretical model of the structure of special educators attitude, formed of the following components: 1) professional motivation, 2) educational authoritarianism, 3) image of handi¬cap. The combined insertion of additional scales (professional subjective suitability, professional climate, professional stress, professional satisfaction) into the research of attitudes enabled us to create an outline of „Questionnaire of special educators diagnostic auto-analysis". Using the method of multidimensional regres¬sion it was determined that the optimal fit model was achieved when professional motivation was defined as a dependent variable, and other dimensions - as independent variables. We framed a hypothesis stating that professional motivation as the component of attitude is the main body of the structure of special educators attitude and the latter influences the behaviour not directly, but through a mediator component - motivation. The analysis of influence of sociodemographical variables on attitude allowed us to frame some other hypot¬heses as well, the most important of them being about the communautairian model of education and integra¬tion of disabled people. It is possible to interpret this model as an alternative one to the institutional model of education. Any mass institution harbours a priori rudiment of segregationŠiaulių universiteta