A Study Of Teaching Effectiveness And Its Correlation Factors

After our country has realized the important target of popularized nine year compulsory education basically, the elementary education reform development enter to the new stage which focus changed form the popularization quantity to the education quality enhancement. Therefore, pay attention to the effectiveness become the important topic in the education development and the research. In the new curriculum comprehensive advancement process, the third-level curriculum management system creates the condition for the school self-improvement and the development. The teaching effectiveness related different parts of school works, such as how the school adapted the effective management to provide the safeguard and the support for making teacher achieve different kinds of role demand and the long-enduring career development, how does principal transform the leadership way to enhance specialized degree of the teacher troop and constructs the cooperation school culture, how does the teacher change the traditional teaching way to enhance the student initiation and promote the student comprehensive development and so on. In fact, as classroom teaching activities are concerned, school organization situation is the background in doing all kinds of teaching activities. The two aspects exists inevitably indivisible relationship.Taking the above into consideration, this study tries to integrate past school organization effectiveness and teacher effectiveness studies based on the theory of organization system theory and the behavioral science and also borrow national and international relative researches to construct and fuse "management"and"teaching"process to form a integrated teaching and learning framework. In theoretical part, we mainly analyze the meaning, structure, level, and components of teaching and learning effectiveness. We develop a research model of organization system in teaching and learning effectiveness and make a preparation for later experimental research of teaching and learning effectiveness. The theme of experimental research focuses on"the relationship between teacher's characteristic and classroom teaching effects", and"the relationship between many levels and many factors in school organization system. These two aspects include: first, classroom level is mainly to analyzing teacher's personal features, such as the relationship among professional ability, situational perception, performance and the relationship of classroom effect such as classroom atmosphere, student learning needs and psychological needs ; second, in school organization system study, we analyze the relationships among headmaster's"transformational leadership", organization culture and organization atmosphere, organization effectiveness, organization management and teaching and learning management, and the school different features.The study uses the random sampling method to select 18 primary schools in Lanzhou City as the study object. Use the teacher's teaching activity questionnaire and the student's study and living conditions questionnaire to collect class information in the teaching process. In addition, unifies the school organization development questionnaire and the school teaching questionnaire obtains various aspects information about the entire school system and obtains many conclusions through the data analysis result in each subject. The analysis results of "the relationship between teacher's characteristics and teaching effect in class"show that:1. There are most significant positive correlations and the significant canonical correlation among teacher situation perception,the professional capacity and individual performance, which show that teacher situation consciousness changes positively can bring the positive change of teacher professional ability and the teacher performance. 2. The teacher's personal professional capacity has significant positive relevance to the whole performance; and professional capacity has significant canonical correlation with teacher performance.3. Situational consciousness and the teacher's professional capacity can predict the teacher performance to some extent. Among the elements of the situational consciousness and the teacher's professional capacity,"internal incentiveness","class management ability"and"class situational consciousness"can significantly predict teacher performance.4. Path Analysis suggests that the previous research model is right, that is, the teacher performance is mainly affected by personal situational consciousness and professional capacity. In addition, situational consciousness affects teacher performance indirectly through teacher's professional capacity.5. Different levels of teacher's professional capacity do not show significance differences in class climate, learner needs and psychological needs. And teacher's professional capacity has no significant relevance to these factors.6. Different teacher performance makes the students in his class feel different in class climate, learner needs and psychological needs significantly. Teacher performance has significant positive relevance to class climate.Besides, the analysis result of the relation among the multiple levels and elements within the school organizational system suggests:1. The headmaster's performance on the four dimensions has high relevance to various levels of characteristics of school. Relatively, the relevance degree of headmaster leadership to"teaching management"is lower than other features of organizational levels, while headmaster leadership has significant relevance to class climate.2. School organizational culture is closely related to multiple levels and elements within school. The interaction between the headmaster and the teachers has significant relevance to the interaction between teachers and teachers.3. Organizational effectiveness has close relation to teaching management and the teacher's degree of satisfaction with his work; organizational effectiveness has various significant positive relevance to school culture, the headmaster's changing leading and organizational management, social interaction within the school and the teacher's feeling of personal"internal incentive"; organizational effectiveness has no significant relevance to characteristics at class level, such as teacher performance, class climate, learner needs and Psychological needs.4. The school management has varying degrees of significant correlation with the social interaction between the groups, individual teachers working attitude, class performance, class climate, and learner needs, and has more closely the relationship with teacher's feeling and performance.5. The four composing elements of school teaching management only has significant relevance to work enthusiasm and degree of intimacy of the teacher team and the teacher's degree of satisfaction with his work.In addition to the research results listed above, on the basis of summarize the research conclusion, the thesis finds out the headmaster's"transformational leadership", "appreciate" to teachers,"organizational culture","organizational management","work enthusiasm","class climate","learning needs"and"psychological needs"are a group of closely related variables. Another group of closely related variables are the headmaster's"emphasis on work achievement","teaching management","and organizational effectiveness", and the teacher's"feeling of satisfaction with work". From the two groups of variables, two kinds of good quality school can be identified: one is human-oriented school; the other is task-oriented school. There is obvious difference between them. Finally, put forward the corresponding improvement proposal according to the present school administration having little influence to the class teaching, principal having insufficiency pardon to the teacher, the low level of the teacher motivation, neglecting the student's requirement, the class atmosphere to wait for strengthening and so on.