A Study On English Teachers' Beliefs In Junior High Schools In Yong' An

At present, English teaching in primary and secondary schools in China is undergoing a profound reform and innovation. With the durative development of the new basic curriculum reform in our country, the research on English teachers, who are the key factors in English teaching, tend to be of great importance because English teachers are the practitioners, decision-makers and reformers of classroom practice. And teachers' belief is the main factor that influences English teaching. To a great extent, teachers' practice and participation in the curriculum reform depends on teachers' belief, which is the crucial factor of the success of educational reform. Through the investigation in teachers' belief study, the researcher found that there were only a few researches into teachers' belief, especially the deep and meticulous natural study of English teachers' belief in junior school. This study does a survey on 90 English teachers of junior schools in Yong'an, Fujian Province with Teaching Beliefs Inventory, which includes 40 items and seven dimensions:teaching, curriculum, students, way to manage students, students learning, teaching role and assessment. The data were analyzed by SPSS 13.0. descriptive statistics, T-test and one-way ANOVA were used to analyze the quantitative data.The major findings of the survey are as follows:1. On the whole, the teachers' beliefs of junior English teachers in Yong'an tend to be progressive and their beliefs are consistent with the ones proclaimed by the New Curriculum Standard.2. There is no significant difference in the teachers' teaching beliefs between teachers of different genders, teachers at different posts and teachers in different school locations, and academic credentials only cause some differences in the assessment dimension.3. There is significant difference in teachers' teaching beliefs between teachers with different years of teaching experience; school size has little influence on teachers' teaching beliefs, and class size has some significant influence in some aspects of teachers't eaching beliefs.