| Enhancing the teachers' quality is the key to overall advance quality-oriented education. Teaching efficacy is one of important aspects to compose the teachers' quality. In recent years, the study about teaching efficacy has been an important topic in teacher psychology.The conception of teaching efficacy came from Bandura's self-efficacy theory. Teaching efficacy is one of perceptions or believes about ability that during practical teaching, the teacher efficiently finishes his work and realizes teaching goals. It consists of personal teaching efficacy and general teaching efficacy. The original research about teacher's efficacy had been done by Aromor and Berman.Their finding showed that teacher's efficacy was an important predictive variable to the students' good or bad achievements. From then on, a large number of researches from internal and external psychology workers showed that teaching efficacy was remarkably correlated with students' achievements and motivation, teacher's desire to reform their teaching, the principal's evaluation to the teacher's ability and the teacher's classroom management. Teaching efficacy was an important fact to effect teaching behavior.Certain researching showed that different teaching efficacy led to different teaching outcome was a mainly reason to teachers. External study showed that structure and morale were significantly correlated with teaching efficacy, especially personal teaching efficacy. Good interpersonal relationships, vigorous school management, high expectation were important predictive variables to tell apart teaching efficacy. Tschannen-Moran thought that teaching efficacy's forming and developing would be effected by many kinds of information coming from oral persuasion, experience gained from observing model teachers and finished task, awaken emotion, school environmental and morale etc. The result to form and develop teaching efficacy was built on many kinds of facts that came from the common function of one's will and object, personal and environmental.Attribution is a cognitive practice that according to the result of behavior or affair by processing of internal information, a person find the reason made up the result with his perception, think, inference etc. Active attribution benefit to enhance teaching efficacy, reform his teaching behavior and enhance the teaching result. Otherwise negative attribution does not benefit to enhance teaching efficacy, reform his teaching behavior. So to research the important variables effecting teaching efficacy-school environmental facts and personal cognitive methods has great important theoretical and practical significance.This study chose 220 valid testers, researched the relation between their teaching efficacy and attribution orientation, school environmental facts with three scales: Teaching Efficacy Scale, Teaching Attribution of Teachers'Scale, School Environment Scale. SPSS 10.0 analyzed the data and the findings are:(1) The primary school teachers think their successful teaching belong to their ability, struggle; while their failure teaching belong to their luck, others' help.(2) Luck attribution orientation of those whose ages between 20-25 years are more significant than that of ages between 10-15 years and between 16-20 years.(3) Among the successful attributions, luck attribution orientation has remarkablepredictive function to personal teaching efficacy ;ability, struggle attribution orientation have remarkable redictive function to generalteaching efficacy; Ability, body and mode, luck attribution orientation have remarkablepredictive function to total teaching efficacy.(4) Among the failure attributions, body and mode, student and teaching material have remarkable predictive function to general teaching efficacy; Luck attribution orientation has remarkable predictive function to personal teaching efficacy, total teaching; struggle has extremely remarkable predictive function to total teaching efficacy. (5) Among the school facts, interpersonal relationshi... |
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