Study On Efl Teachers’ Teaching Efficacy At Junior High Schools

Teachers’ teaching efficacy is a key factor to explain teachers’ motivation,it directly affects teachers’ enthusiasm for teaching work,and it plays an important role in teachers’ professional development.In addition,it is also an important factor in improving teaching quality and promoting students’ development.Based on the social learning theory and control point theory,this study conducts an empirical study on EFL teachers’ teaching efficacy.The specific research questions include: 1.What is the status quo of the teaching efficacy of junior high school EFL teachers? 2.What are the influencing factors on EFL teachers’ teaching efficacy?This study adopts a combination of quantitative and qualitative research methods.Quantitative research data is mainly obtained through questionnaires,and qualitative research data is mainly obtained through interviews.The questionnaire consists of two subscales,namely the Personal Teaching Efficacy Scale and the General Educational Efficacy Scale.The respondents were 93 junior high school English teachers from urban key junior high schools,urban ordinary junior high schools and rural ordinary junior high schools in Guangxi.Based on the results of the questionnaire survey,three junior high school English teachers were interviewed.And the interview contents were designed including the source of efficacy and the efficacy of student participation.The research results show that: 1.Junior high school EFL teachers’ teaching efficacy is generally at an upper-middle level.As far as the overall teaching efficacy of junior high school English teachers is concerned,there is no significant difference in gender,but there are significant differences in educational background,school type and teaching age.In terms of the general teaching efficacy,there is no significant difference in gender and education background,but there are significant differences in school type and teaching age.And in the personal teaching efficacy,there is no significant difference in gender,but there are significant differences in educational background,school type and teaching age.2.The main factors affecting junior high school EFL teachers’ teaching efficacy are internal factors（including professional development level,professional recognition and subjective factors,etc.）and external factors（including school environment,interpersonal relationships,teachers’ social status,etc.）.Based on the research findings,the researchers put forward several suggestions from the perspective of promoting the teaching efficacy of junior high school English teachers:firstly,optimize teachers’ working environment and improve the training and evaluation mechanism.Secondly,strengthen the coordinated development of teaching and scientific research,and build English teachers’ learning communities.Thirdly,improve teachers’ social status and strengthen external reinforcement.Fourthly,improve professional knowledge and promote self-evaluation and reflection.Fifthly,strengthen teaching interaction and improve communication skills.At the end of the paper,the researcher analyzes the limitations of this study and makes an outlook for future research in order to promote further research and discoveries.