Present Situation Of Research On Teacher Efficacy Of Guangxi Primary And Secondary Schools And Its Relationship Between Achievement Motivation

This study had extensively collected domestic and foreign researches on the relationship between teacher efficacy and achievement motivation, analyzed relevant information published on the various publications, and found that study on teacher efficacy at home and abroad existed inadequacies as following: (1)Teacher efficacy and its relevant concept were vague. (2)Further exploration of the dimension of teacher efficacy is expected. (3)Results of the domestic study on teacher efficacy varied. Research on the relationship between teacher efficacy and achievement motivation mostly used simple correlation analysis method to draw a conclusion that there existed some correlation between them, but lack of inquiry on whether teacher efficacy had the function to predict achievement motivation, and data analysis methods should be improved. The results of present situation on research of Guangxi primary and secondary school were few. This paper discussed the present situation of teacher efficacy based on Guangxi and expected to provide reference for relevant study in future.This study was based on"Responsibility for Student Achievement", which was developed by American psychologist Guskey (1981,1982,1987,1988), and the Teacher Efficacy Scale, which was revised by domestic scholar Yu GuoLiang et al who made reference to Gibson's(1984)"the Teacher Efficacy Scale"and Ashton's(1986)"Ashton Efficacy Vignettes", and combined with the description about present teaching dilemma of Guangxi primary and secondary schools based on the researcher's investigation deeply, which used several methods such as interview and open-ended questionnaire. The Teacher Efficacy Scale had excellent adaptability and flexibility, and had verified that the structure of teacher efficacy included two dimensions as"general teacher efficacy(abbreviation as GTE)"and"personal teacher efficacy(abbreviation as PTE)", which was negative weakly correlative, and the structure of PTE consisted of two dimensions as"teacher efficacy for positive student outcome(abbreviation as TEPSO)"and"teacher efficacy for negative student outcome(abbreviation as TENSO)", which was positive significantly correlative. Through both theoretical and empirical verified, teacher efficacy was a second order model as"three factors, two dimensions". Researcher investigated teachers of Guangxi primary and secondary schools by using"Achievement Motivation Scale"revised by domestic scholar Ye RenMin et al (1988) and Teacher Efficacy Scale to test the hypothesis that the difference of each dimension of teacher efficacy on gender, teaching length, title, subject, pre-vocation intention of occupational selection and the interaction between region and subject were not significant. Using several data analysis methods such as canonical correlation analysis and path analysis, this study tested whether there was correlation between two multiple variables :teacher efficacy and achievement motivation. And then it did the further work on whether teacher efficacy had the function to predict on achievement motivation.Through the test on the structure of teacher efficacy, the analysis on its current situation of Guangxi primary and secondary schools and the study on its relationship between achievement motivation, this paper drew conclusions as following:Revision on Teacher Efficacy Scale met the psychometric criteria. The scale was found to have acceptable reliability and validity and suitable for population of this study object, which could be used as the instrument to measure the level of teacher efficacy of Guangxi primary and secondary schools.The results of exploratory factor analysis and confirmatory factor analysis showed that the structure of teacher efficacy included two dimensions as GTE and PTE, and the second dimensions consisted of two factors as TEPSO and TENSO. Teacher efficacy takes PTE as a centre factor, and the structure of each relevant factors have its rationality and effectiveness.The differences of GTE and TEPSO scores of Guangxi primary and secondary schools on gender were significant(P<0.05). Male teachers'GTE scores were significantly higher than female teachers(P<0.05), but their TEPSO scores were significantly lower than female teachers(P<0.05).The differences of GTE scores of Guangxi primary and secondary schools on teaching length were significant(P<0.05), which showed an increasing tendency with the increase of teaching years. Among them, teachers'GTE scores of 5-teaching-year group were significantly higher than those of teachers in other groups(P<0.05).The differences of GTE scores of Guangxi primary and secondary schools on title were significant(P<0.05). Teachers'GTE scores of first order title group were significantly higher than those of teachers in other groups(P<0.05).The differences of TEPSO and TENSO scores of Guangxi primary and secondary schools on subject were significant(P<0.05).The differences of each dimensions of teacher efficacy scores of Guangxi primary and secondary schools on pre-vocation intention of occupational selection were significant(P<0.05). The interaction between region and subject of TENSO scores of Guangxi primary and secondary schools was significant(P<0.05).GTE was negatively correlated with"the motivation for pursuing success (abbreviation as MS)"and positively correlated with"the motivation for avoiding failure (abbreviation as MAF)"; TEPSO was positively correlated with MS; TENSO was positively correlated with MS and negatively correlated with MAF.The results of path analysis showed that GTE had the function to negatively predict on MS and positively predict on MAF; TEPSO had the function to positively predict on MS.