The Effects Of Career Commitment, Teaching Efficacy On Primary School Teacher' Self-reflection Ability

Self-reflection, as an objective and practical issue in the teacher professional developments, is the important channel and content of teacher professionalism. In order to help teachers to be the active pursuer of professional developments, it is necessary to study teacher's self-reflective ability and its influential elements. Career commitment, being the attitude of the teacher towards the teaching profession and behavioral intention, has great effect on what teaching action teachers will take and the formation and improvement of self-teaching ability. Generally speaking, attitude directly affects behavior, but the recent study shows that, when attitude functions, it is influenced by the deeper-level psychological elements such as whether it will affect and help students'beliefs and how the individual perceives the awareness of self-ability, i.e. cognition plays some part in teachers'attitude teaching behavior. Based on this, this thesis assumes that teaching efficacy plays a regulatory role in teacher career commitment and self-reflective ability, which exists difference on different teacher groups.This study with 167 primary school teachers as testing subjects, revised, at the beginning, the questionnaires of self-reflection and career commitment to make them more suitable for measuring primary school teachers. Then, with 225 primary school teachers as test subjects, it measured teaching efficacy, the revised questionnaires of teacher professional commitment and self-reflection, examined the characteristics of their career commitment, teaching efficacy and self-reflective ability, analyzed the relationship among them and finally drew following conclusions:1. Career commitment doesn't has significant difference in sex and professional titles, but teachers with different education have great difference in affective commitment and career commitment, i.e. the poorer their education, the higher the level of their career commitment. The big difference in the length of teaching exists in normative commitment, whose development is in proportion to teaching experience.2. Female teachers'teaching efficacy is obviously higher than that of male teachers, and teachers with different professional titles and different teaching experiences are different in teaching efficacy.3. The career commitment and teaching efficacy of the teachers with high self-reflective ability are obviously higher than those with low self-reflection. At the same time, the total amount of affective commitment, normative commitment and career commitment of the teachers with high self-reflective ability is higher compared with that of the teachers with low self-reflective ability, whereas it works the other way round for continuance commitment.4. Teachers'demographic distribution variable has no obvious predicative power for teacher's self-reflective ability. While affective commitment, normative commitment, continuance commitment, general and personal teaching efficacies are the obvious predicative variables. The predictive power of these variables ranks as following: GTE, normative commitment, PTE, continuance commitment and affective commitment.5. The modulating effect of teaching efficacy varies with the teachers'demographic distribution.