A Study Of Middle School Political Teachers’ Professional Confidence

The purpose of this paper is to study how the current situation of middle school political teachers’professional confidence and its related factors impact on their professional confidence. On the basis of the analysis of the political education’s characteristics and the relevant theories, the paper clarifies the concept of professional confidence, divided professional self-confidence into external and internal professional confidence, and design the questionnaire named 《middle school teachers’ professional self-confidence questionnaire》, which including the six factors of educational value, curriculum identity, professional development, personal feelings, organizational support and relationship, the reliability and validity of which is satisfactory. This research surveys the 203 middle school teachers of QuanZhou region(including 76 English teachers,127political teachers) by questionnaire and selects three representative political teacher to interview according to the questionnaire, thus in-depth knowledge the reason why politics teachers’ professional self-confidence is low.Through the analysis of the questionnaire, the author find that the six factors are significantly positively related to those political teachers’ professional self-confidence, and theoretical construction hypothesis is tenable. Data also show that the overall level of middle school political teachers’ professional confidence was significantly lower than the English teacher in QuanZhou area; Political teachers’ professional confidence has no significant difference in gender and education, the difference of degree performance only in personal feelings and organizational support; On the teaching age, there is significant difference in political teachers’ professional confidence, the level of middle school politics teacher professional confidence whose teaching experience between 7 to 15 years is the lowest, the level of middle school politics teacher professional confidence whose teaching experience is greater than or equal to 26 is higher; Through multiple regression analysis, interpersonal relationship, class identity, organizational support, education value and the professional development have predictive power on middle school political teachers’ professional confidence; Paired sample T test results tell us that internal factors play a more important role in political teachers’ professional confidence than other influence factors.