A Research On Overseas Chinese Teacher Volunter’s Sonse Of Teaching Efficacy And Instructional Achievement Attributions

With the rapid development of Chinese as a foreign language teaching, a tremendous number of overseas Chinese teacher volunteers have been abroad to teach Chinese every year. A great attention has been paid to their teaching quality which is influenced by both teachers’efficacy and their instructional achievement attributions. As teaching and learning effect is greatly influenced by teacher efficacy, it plays a very important role in teaching quality. Relative studies have demonstrated that positive instructional achievement attributions can improve teacher efficacy. Therefore, researchers have been focusing on the field of teacher efficacy and instructional achievement attributions recent years. But the subjects investigated are mostly domestic primary and elementary school teachers. Until now, researches on teacher efficacy and instructional achievement attributions of overseas Chinese teacher volunteers are still not abundant. This research attempts to examine overseas Chinese teacher volunteers’sense of efficacy and their instructional achievement attributions as well as the relation between them, hoping the research will be of some help to overseas Chinese teachers’ teaching and their self-development.This paper concludes five parts.The first part is a general introduction which contains the proposes, the significance and the study methods of this research. The composing methods of the overseas Chinese teacher volunteers’sense of teaching efficacy scale and their instructional achievement attributions scale are mainly explained in the study methods part.The second part mainly introduces the concepts, the basic theories and the affection of teachers’teaching efficacy and their instructional achievement attributions separately, and summarizes relative studies both home and abroad.The third part intends to analyze the statistics of overseas Chinese teachers’teaching efficacy, their instructional achievement attributions and the relations between them. This research tries to find the answers of the following questions:1, what is the present situation of overseas Chinese teacher volunteers’ sense of efficacy?2, which are the key factors that influence overseas Chinese teacher volunteers’ sense of efficacy?3, How do overseas Chinese teacher volunteers attribute their instructional success and failure?4, Is there any relation between overseas Chinese teacher volunteers’ sense of efficacy and their instructional achievement attributions? The results of the research demonstrate:1,Most overseas Chinese teacher volunteers think they have a strong sense of appetency, loyalty and achievement. But they lack the ability of utilizing foreign language in their teaching, the ability of explaining Chinese language points and the ability of class management.2,Most overseas Chinese teacher volunteers consider the ability of explaining Chinese language points, the ability of class management and the ability of utilizing foreign language in their teaching as the key factors that influence their teaching efficacy. Sense of loyalty, appetency and humor matters little to teaching efficacy.3,In general, overseas Chinese teacher volunteers attribute their teaching success to their strong ability and industriousness and the cooperation of the students. They paid less attention to luck and the task itself. And they attribute their teaching failure to their not trying hard and weak teaching ability. They paid less attention to luck and the task itself.4,There exists a certain degree of correlation between Overseas Chinese teacher volunteers’sense of teaching efficacy and instructional achievement attributions. Ability, industriousness and luck have a certain degree of predictive function to the teaching efficacy of overseas Chinese teacher volunteers. Teachers who attribute their success to ability and industriousness show a higher teacher efficacy than the ones who attribute their success to the cooperation and industriousness of the students. Teachers who attribute their success to good luck show a lower teacher efficacy. Teachers who attribute their teaching failure to not trying hard show a higher teacher efficacy to the ones who attribute teaching failure to bad luck.The fourth part is the suggestions. In order to enhance the teaching efficacy of overseas Chinese teacher volunteers, great attention should be paid to the cultivation of the ability of utilizing foreign language in their teaching, the ability of explaining Chinese language points and the ability of class management. Besides, since positive achievement attributions can improve teachers’teaching efficacy, universities should organize some training exercises regularly and teacher themselves also should try to cultivate their sense of positive instructional achievement attributions.The fifth part is the conclusion of this paper. It explains the innovation and the limitation of this research.