A Study On The Relationship Between The Teacher 's Efficacy Questionnaire And The Competency Of The Primary And Middle School Teachers

Ori the basis of literature reviewing the background and present of relevantstudies concerning self-efifcacy and competency for mental health teachers of primaryand secondary schools, this study innovatively defined the self-eiffcacy of schoolmental health teachers and carried out three sub-studies.Study1used Confirmatory Factor Analysis (CFA) to construct a new structuralmodel of self-eiffcacy of school mental health teachers and composed Self-EfficacyInventory for School Mental Health Teachers (SEISMHT)，based on expertsconsultation.Study2randomly tested208primary and secondary mental health teachersubjects with SEISMHT and “The self-rating questionnaire for the competency oft“eachers for mental health education，to assess the present self-eiffcacy andcompetency level of school mental health teachers, analyzing difference depending onvariables like education background, whether accept the professional supervision, etc.,and exploring the correlation between self-eiffcacy and competency throughcorrelation analysis and regression analysis.Study3carried out growing group training quasi-experimental to improveself-efficacy and competency of school mental health teachers, to innovate theteachers’ professional team training mode. The training based on related research ofself-efficacy and competency and group dynamics theory, peer support andsupervision as the core; team cooperation as the foundation; backed by expertsguiding; self-eiffcacy and competency factors of school mental health teachers as themain content; propped up with four basic sources of self-eiffcacy; to experience,dialogue, interact, cooperate, share and supervise as the means; through cognitionprocess, motivation process, emotion process and selection process，workshop toexperiential learning, action research to practice exploring, involving reflected tosummarize and improve, theme salon to share and sublimation. Randomly selected24subjects who were novice teachers for0-3years, to be formed2equivalent groups. The experimental group was treated with the growing group training programbiweekly during about5months. Atfer experiment, effectiveness was examinedthrough scale resurveys on two groups and qualitative study.The main conclusions are as follows:(1)The structural model of self-efifcacy for school mental health teachers basedon expert consultation that was confirmed through CFA consists of four factorsincluding Student Guidance, Advisory Services, Evaluation and Research,Coordination and Cooperation, SEISMHT gains good reliability and validity onwhole scale as well as four factor subscales.(2)The majority of present mental health teachers for primary and secondaryschools possess an above-average level of self-eiffcacy and competency. There weresignificant differences in performance, professional training or not, professionalsupervision or not, school ifinding to continue education or not; the certificatecategory rarely impact the self-eiffcacy and competency. Their self-eiffcacy andcompetency level increased along with the growth of work experience, age, anddegree of education.(3)The self-efficacy and competency has significant positive correlation;competency level can signiifcantly predict their self-eiffcacy level, mainly throughresearch and instruction ability, working character and seeking individualdevelopment ability impact on self-efficacy.(4)The growing group training scheme designed in study3effectively raised thelevel of self-efficacy and competency within selected subjects，especially on allself-efficacy factors and competency factors of effective teaehing and counselingability research and instruction ability and working character. The growing groupmembers have higher satisfaction to the growing workshop.