工作意义感（Meaningfulness of Work /work meaningfulness）是个体对工作的积极意义、价值、重要性的主观体验。特殊学校教师（简称特校教师）担负着促进各类特殊儿童教育与发展的特殊使命，每天面临一群异质性高、障碍程度重的残疾学生，一方面，由于教育对象的特殊性，特校教师与其他职业相比，工作内容、工作强度和角色多重性更甚，且在长期复杂多样的工作中获得的反馈较少，较难获得职业的“高峰体验”。另一方面，特校教师作为一种“情感渗入性”“伦理关怀性”“非世俗化”职业，职业本身具备的慈善性、贡献性、利他性特征有助于满足教师自我实现、自我超越、服务他人等内在意义感的体验。可见，职业本身的特殊性为特校教师工作意义感的体验增添了许多复杂性和动态性，非常值得研究者特别关注。特校教师的工作意义感是什么？呈现何种特征？影响机制为何？目前关注特校教师群体工作意义感的实证研究很少，根本无法解决以上问题。基于此，本研究采用质性和量化相结合的混合研究方法探究特校教师群体工作意义感的结构、特征、影响机制，这有助于识别该职业的意义之源与维持之道，以帮助特校教师抵御和对抗负面情绪、找回“意义的沙洲”、唤醒工作活力，也为吸引和稳定优秀人才从事特殊教育、提升职业吸引力、保障师资队伍结构的稳定性提供研究基础。

  本研究旨在解决三个研究问题：1.特殊学校教师工作意义感是什么？2.特殊学校教师工作意义感有何特征？3.特殊学校教师工作意义感的影响机制是怎样的？第一部分“特殊学校教师工作意义感的结构和工具编制”采用顺序性探索研究设计，先基于质性研究的解释性现象学对20名特校教师开展深度访谈，自下而上提取“特殊学校教师工作意义感的内涵和结构”，再通过量化研究设计对596名教师开展调查编制《特殊学校教师工作意义感问卷》；第二部分“特殊学校教师工作意义感特征”从个体中心（潜在剖面分析）视角探讨特殊学校教师群体工作意义感的现状、类型、特征等；第三部分是“特殊学校教师工作意义感的影响机制”，先对1476名特校教师进行问卷调查，使用结构方程模型检验关键影响因素、中介变量、调节变量对工作意义感的影响机制。再以“特殊学校教师工作意义感的缺失与维持过程”为锚点，利用解释性现象学通过“回溯”挖掘内外部因素如何形塑特殊学校教师的意义感缺失与维持过程。该部分采用顺序性解释设计分别从量化与质性、静态与动态视角共同解决研究问题“特殊学校教师工作意义感的影响机制是怎样的？”。

  主要研究结论如下：

一、特殊学校教师工作意义感由利他向善、发展与实现自我、情感联结三个核心要素构成，形成了以他人、自我和社会性为导向的三角图式结构。《特殊学校教师工作意义感问卷》包括14道题目，问卷信效度较好，问卷结构在呼应国外现有工具的同时凸显了本土文化情境的适应性。

二、特殊学校教师工作意义感平均分超过理论中值，利他向善维度的得分最高，情感联结次之，发展与实现自我维度的得分最低。潜在剖面分析结果发现，特殊学校教师工作意义感存在三类剖面，分别是意义贫困型（21%）、中间型（56.4%）和意义富足型（22.6%）。

三、个人先备变量上，婚姻状况、年龄、性别在特校教师工作意义感潜在剖面上存在显著性差异；教师养成类变量上，工作意义感潜在剖面在学历、专业、教龄、职称四个变量上均存在显著性差异；工作情境相关变量上，工作意义感潜在剖面在学校位置、培训时长、工资三个变量上的差异均达到显著性。

四、基本心理需求和自主性动机是工作特征、工作重塑、变革型领导影响特校教师工作意义感的重要中介变量，而主观社会地位正向调节了由基本心理需求和自主性动机构成的链式多重中介路径，主要调节中间段。工作特征、工作重塑、变革型领导影响特校教师工作意义感的直接路径、独立中介路径、链式多重中介路径及调节效应显著。

五、工作重塑对特校教师工作意义感的解释力最强，且基于工作重塑影响工作意义感的每一条路径的解释力都很强；工作特征中的工作反馈性、工作自主性和任务完整性对工作意义感的解释力也较强，变革型领导中的智力刺激、共同愿景在影响工作意义感的过程中贡献值较大。

六、进一步的质性研究发现，不利的工作特征和压力型管理方式等组织情境因素形塑意义感的缺失体验，也反映出基本心理需求阻滞所引发的意义缺失后果。意义感的缺失体验主要体现在：主体性的丧失，包括深陷行政琐碎任务之中的无奈感、职业环境带来的空虚感和无聊感；徒然无用，包括教学过程中的挫败感、面对重度及多重残疾学生的无力感、无力反抗不合理制度的无助感；误解、冲突与否定，包括家校冲突过程中失望感、专业身份遭质疑和“泼冷水”带来的自我怀疑。认知重评、代偿转移和寻求社会支持是特校教师应对意义威胁的常用策略，意义维持策略的“拉力作用”助推意义感的恢复，因为策略的使用提升了目的实现的可能性，也满足了教师基本心理需求的实现。既有从专注以认知调节为中心的应对到以问题解决为中心的应对，也有从积极应对到保护性止损的不同策略，可通过二维（焦点和方法）四象限模型来阐释。

  以上研究结论启示着特校教师工作意义感的提升需从社会、教师教育系统、学校、教师自身等各个系统入手共同浇灌“意义之花”，以培育出一个有助于意义感的生成与维持、蓬勃发展、欣欣向荣的生态系统。

  Meaningfulness of Work /work meaningfulness is an individual's subjective experience of the positive meaning, value, and importance of work. In recent years, with the rapid development of society, the emergence of new technologies, the interweaving of capital and power, which has led to a dramatic increase in productivity, but this increase in efficiency has also eroded and eroded the experience of sense of meaningfulness. For example, the current public hot topics such as "involution", "996" reflect the current migrant workers in the working environment of the common sense of anxiety, confusion, and meaninglessness. Special education teachers shoulder the special mission of promoting the education and development of all kinds of special children, and face a group of disabled students with high heterogeneity and severe obstacles every day. On the one hand, due to the particularity of the education object, special education teachers have more work content, work intensity and multiple roles than other professions. And in the long-term complex and diverse work to get less feedback, it is difficult to get the career "peak experience". On the other hand, as a profession of "emotional infiltration", "ethical concern" and "non-secular", the charity, contribution and altruism of the profession itself can naturally satisfy the teachers' experience of self-realization, self-transcendence, service to others and other intrinsic sense of meaningfulness. It can be seen that the particularity of the profession itself adds a lot of complexity and dynamics to the experience of meaningfulness for special education teachers, which is worthy of special attention of researchers. What is the sense of meaningfulness for special education teachers? What characteristics does it present? What is the influence mechanism of meaningful work for special education teachers? At present, the empirical research is limited, which can not solve the above problems. Based on this, this study adopts a mixed research method combining qualitative and quantitative methods to explore the structure, characteristics and influence mechanism of work meaningfulness for special education teachers, which will help identify the source and maintain a sense of meaningfulness, so as to help special education teachers resist and combat negative emotions, recover the "sandbank of meaningfulness", and awaken work vitality. It also provides a research basis for attracting and stabilizing outstanding talents to engage in special education, enhancing vocational attractiveness, and ensuring the stability of the teaching staff .

  This study aims to solve 3 research questions : 1. What is the work meaningfulness of special school teachers? 2. What are the characteristics of work meaningfulnesss for pecial education teachers? 3. What is the influence mechanism of work meaningfulness for special school teachers? The first part is "the structure and tools of special school teachers' work meaningfulness", which adopts the sequential exploration and research design. Study 1 conducted in-depth interviews with 20 special school teachers based on interpretative phenomenology, and extracted "the structure of special school teachers' work meaningfulness" from the bottom up. Study 2 conducted a survey on 596 teachers, and compiled a questionnaire on special school teachers' work meaningfulness. The second part is "Characteristics of the work meaningfulness of special school teachers". This study explores the status quo, types and characteristics of the work meaningfulness of special school teachers from the perspective of individual center. The third part is "the influence mechanism of special school teachers' work meaningfulness".In Chapter 6, a questionnaire survey is conducted among 1476 special school teachers, and structural equation model is used to test the mechanism and path of influence of core remote variables, intermediate variables and moderating variables on work meaningfulness. Chapter 7 takes "meaninglessness and maintenance process of teachers in special schools" as the anchor point, and uses interpretative phenomenology to dig out how internal and external factors shape the meaninglessness and maintenance process through "retrospective". Chapter 6 and Chapter 7 use sequential interpretation design to solve the research question "What is the influence mechanism of special school teachers' work meaningfulness?" from quantitative and qualitative, static and dynamic perspectives respectively.

  The results are as follows:

1. special school teachers' work meaningfulness is composed of three core elements: altruism and good, development and self-realization, and emotional connection, forming a triangular schema structure oriented by others, self and sociality. The questionnaire on the Sense of work meaningfulness for special school teachers includes 14 questions and has good reliability and validity. The questionnaire structure echoes the existing tools in foreign countries and highlights the adaptability of local cultural situations.

2. the overall level of special school teachers' work meaningfulness is not bad, altruism and good dimension scores are the highest, followed by emotional connection, development and self-realization dimension scores are the lowest, and lower than the theoretical median. The results of potential profile analysis show that there are three types , namely meaning poverty type (21%), intermediate type (56.4%) and meaning abundance type (22.6%).

3. In terms of personal preparation variables, marital status, age and gender have significant differences in the potential profile of special school teachers' work meaningfulness; In terms of teachers' formative variables, the potential profile have significant differences in four variables: education background, major, teaching age and professional title. In terms of work context-related variables, school location, training duration and salary is significant.

4. Based on self-determination theory, this study examines the pathways and mechanisms by which core factors(transformational leadership, job characteristics and job crafting) affect special school teachers' sense of work meaningfulness and finds that basic psychological needs and autonomous motivation are important mediating variables by which core factors affect sense of work meaningfulness, while subjective social status positively moderates the chain mediating pathway composed of basic psychological needs and autonomous motivation, mainly regulating the middle segment. Job characteristics, job crafting and transformational leadership have significant effects on the direct path, independent mediation path, chain mediation path and moderating effect on teachers' sense of work meaningfulness.

5.From the effect size of each variable affecting the sense of work meaningfulness, job crafting has the strongest explanatory power, and every path that affects the sense of work meaningfulness based on job crafting has a strong explanatory power. Task feedback, task autonomy and task identity in job characteristics also have a strong explanatory power to the sense of work meaningfulness. Intellectual stimulation and shared vision in transformational leadership have a greater contribution to the process of affecting the sense of work meaningfulness.

6. Further research found that organizational situational factors such as unfavorable work characteristics and stress management style shaped the meaninglessness, and also reflected the meaninglessness caused by the blocking of basic psychological needs. Special school teachers' meaninglessness is mainly reflected in: the loss of subjectivity, including the helplessness of being mired in trivial administrative tasks, the sense of emptiness and boredom; Futility, including frustration in the teaching process, the feeling of powerlessness in the face of students with severe and multiple disabilities, and the feeling of helplessness in resisting the unreasonable system; Misunderstanding, conflict and denial, including the sense of disappointment in the process of home-school conflict, professional identity questioning and self-doubt brought about by "throwing cold water". Cognitive reappraisal, compensatory transfer and seeking social support are common strategies used by special school teachers to cope with meaningfulness threats. The "pull effect" of maintenance strategy promotes the recovery of sense of meaningfulness, because the use of strategy improves the possibility of realizing the purpose and satisfies the realization of teachers' basic psychological needs. Strategies range from focused cognitive-modulation-centered coping to problem-solving, and from active coping to protective stop loss, which can be illustrated by a two-dimensional (focus and approach) four-quadrant model.

  The above research conclusions suggest that to enhance the sense of work meaningfulness for special school teachers, it is necessary to jointly water the "flower of meaningfulness" from the various systems of society, teacher education, schools and teachers themselves, so as to cultivate an ecosystem that is conducive to the emergence and maintenance of sense of meaningfulness and to its vigorous development and prosperity.