A Study Of English Teachers’ Beliefs And Related Affecting Factors In Junior High Schools

Teacher’s beliefs (TB) are perspectives on teachers’ job, teachers’ role, students’role and classroom management formed in the process of teachers’ practicalexperience and further study at training course, which in return guide teachers’ actualperformance such as, lesson planning, organization of classroom activity, classroommanagement. Teachers’ interpretation of the syllabus, course design and interactionwith students both in class and out of class are all under the influence of teacher’sbeliefs. Teachers’ beliefs play a significant role in teaching activities and are reflectedthrough teaching activities and classroom management. With the accumulation ofteaching experience, teachers’ beliefs go through a process, where these beliefsgradually develop to become a sound system. There is a need to investigate factorsthat influence the formation of teachers’ present beliefs. The analysis of these factorsprovides a practical ground both for pre-service teachers’ education and in-serviceteachers’ further training. A bottom-up survey also yields some fresh views ondecisions needed in English course reform. Some preceding researches focus onteachers’ beliefs from a general perspective or a large scale questionnaire.The study narrows the scale to an interview of four English teachers who workat middle school from four districts in Liaoning province, presents teachers’ beliefsand their influential factors at the basic level in Liaoning province. The study’sbackground and research questions are brought up; second research methods areintroduced; third, the interview study is presented; forth, discussions on the interview are given; at last the meaning and implications of the study are concluded.