A Survey On Sense Of Self-efficacy Of Model High School English Teachers In Guigang City

In the teaching process,teachers’ sense of self-efficacy will directly affect teachers’ teaching behaviors.If teachers have a high sense of self-efficacy,they are confident to obtain good teaching effects.In order to improve teachers’ self-efficacy,it is necessary to understand the current situation of teachers’ sense of self-efficacy and explore the main causes affecting teachers’ sense of self-efficacy.There are three research questions:1.What is the general situation of sense of self-efficacy of model high school English teachers in Guigang city?2.What are the differences in self-efficacy among English teachers with different characteristics(educational background,professional title and head teacher)?3.What are the causes of the differences of the self-efficacy of model high school English teachers in Guigang city?The theoretical basis of this research is motivation theory and goal-setting theory.Research methods of questionnaire and interview are used to investigated the sense of self-efficacy of 79 high school English teachers from three model high schools in Guigang city,Guangxi province.The design of the questionnaire is mainly based on the Teacher Efficacy Scale compiled by Yu Guoliang and Xin Tao in 1995,and there are two dimensions: personal teaching efficacy and general teaching efficacy.The questionnaire isadapted slightly to make it more suitable for the study of self-efficacy of high school English teachers.The data collected were mainly analyzed by SPSS 25,using statistical methods such as descriptive statistics,independent sample t-test,and Mann-Whitney Test.After analyzing the data,the author interviewed three teachers with a teaching experience over ten years and 6 of their students.The main findings of this study are as follows:1.The self-efficacy of model high school English teachers in Guigang city is at a high level,in other words,most teachers are confident in their teaching,but there is still room for improvement.2.There is no significant difference in teachers’ self-efficacy in different educational backgrounds and whether they are head teacher or not.However,there exists significant difference in teachers’ sense of self-efficacy between teachers with middle and higher professional titles and those with primary and lower professional titles.3.Teachers’ professional titles,the performance of students,the role model of colleagues,the teaching philosophy and decisions of school leaders and teachers’ insufficient understanding on students are causes of the differences of teachers’ sense of self-efficacy.Based on the results of the above research,this thesis makes the following suggestions:1.High school English teachers are required to set goals to improve themselves and enhance their understanding on students.2.Schools are supposed to create cooperative atmosphere among teachers and make reasonable teaching decisions.