Research On The Influence Of Primary And Secondary School Teachers’ Self-efficacy To Organizational Commitment In The Southern Regions Of Jiangsu

Primary and secondary school teachers’ self-efficacy and organizational commitmentare important variables for teachers’ psychological, and are the important influence factorsfor the quality and development of education. To strengthen the research into the primaryand secondary school teachers’ self-efficacy and organizational commitment has becomethe new requirement of the development contemporary education, and geographicalresearch is improvement to its overall research.This article applies340primary and secondary school teachers from eight schools inthe southern regions of Jiangsu as the research object. The article attempts to analyze thepresent situation of primary and secondary school teachers’ self-efficacy and organizationalcommitment detailed, explore the influence of self-efficacy to organizational commitment,and put forward the suggestions to improve teachers’ self-efficacy and organizationalcommitment level.Through the analysis, get the following results:(1) Primary and secondary school teachers’ self-efficacy and organizationalcommitment in the southern regions of Jiangsu are higher than medium.(2) Significantdifferences of collective efficacy are found in different gender of primary and secondaryschool teachers; teachers’ general self-efficacy and collective efficacy exist significantdifferences between urban and rural areas; teachers of teaching different subjects existsignificant differences in the aspect of teaching efficacy; teachers of different school in theaspect of teaching efficacy, self-efficacy, collective efficacy, organizational commitmentand three aspects of organizational commitments exist significant differences; teachers ofdifferent teaching experience exist significant differences in the aspect of teaching efficacyand self-efficacy; different professional level of teachers exist significant differences in theaspect of teaching efficacy,collective efficacy and self-efficacy.(3) The primary andsecondary school teachers’ self-efficacy significantly correlated with teachers’ organizational commitment; The three aspects of teachers’ self-efficacy and three aspectsof teachers’ organizational commitment are significantly correlated respectively; The threeaspects of teachers’ self-efficacy and teachers’ organizational commitment are significantlycorrelated respectively; The three aspects of teachers’ organizational commitment andteachers’ self-efficacy are significantly correlated respectively.(4) The primary andsecondary school teachers’ general self-efficacy has the greatest influence on teachers’organizational commitment, followed by the teachers’ collective efficacy, then the teachers’teaching efficacy.