Cross-cultural Study On Hani And Han’s Teacher Efficacy In High School

Teacher efficacy is teachers’ subjective judgment of impacting on theirstudents’ learning behavior and learning ability, and a kind of quality of teacher. Itbelongs to an important category of teachers’ beliefs. A research on teacher efficacy isgreatly significance. Teachers’ beliefs are the result of social and cultural impact.Through the questionnaire survey, this study examines the difference situation ofteacher efficacy between Hani and Han in high school in Honghe Hani and YiAutonomous Prefecture, and search for the cultural reasons of the difference situationbetween two minorities by using interview, observation and literature refer.The survey found that, there is no significant differences (P=.582) in teachingefficacy scores between the two ethnic teachers, the Han’s personal teaching efficacy (M=83.7111) significantly higher than that of Hani (M=81.0500, P=.002), and theHani’s general teaching efficacy (M=42.9000) is significantly higher than that of Han(M=38.3944, P=.000); There is no significant gender difference (Hani P=.360,.360,.347; Han P=.755,.169,.630), but this gender difference of two ethnic teachersis different, the differences significantly of Hani’s teachers’ teaching efficacy score andgeneral teaching efficacy is higher than that of Han, the differences significantly ofHan’s teachers’ personal teaching efficacy is higher than that of Hani; Each of the twoethnic teachers has extremely significant seniority differences (both P=.000) in thethree dimensions of teacher efficacy, and the two ethnic teachers’ teaching efficacy scoreand personal teaching efficacy are gradually increasing with the growth of teaching age,while their general teaching efficacy are weakening with the growth of teaching age, butthis difference situation of the ethnic teachers is different. In teaching efficacy scores, there are no significant differences (P=.187and.187) between Hani’s first, second andthird, four seniority groups, and are extremely significant differences (P=.000) amongtheir rest groups, there are significant or extremely significant differences (P or less.041) among Han’s various seniority groups. In personal teaching efficacy, there is notsignificant difference between the third and fourth seniority group (P=.115), and areextremely significant differences (P or less.004) among their rest seniority groups, andthere is no significant difference between Han’ second and third seniority group (P=.090) are extremely significant differences (P or less.001) among their rest groups. Ingeneral teaching efficacy, there is no significant difference (P=.236and.236) betweenHani’s first, second and third, the four seniority groups, and are significant or extremelysignificant differences among their rest groups (P or less.010), there is no significantdifference between Han’s third and fourth seniority group (P=.135), and are significantor extremely significant differences among their rest groups (P or less,034).Through on-the-spot interviews, observation and literature review, this study foundthat the differences of language and writing, the different economic patterns, and theinequality of men and women social status are the main culture reasons cause thedifferences of Hani and Han’s teachers efficacy in high school. By narrowing the levelof economic development gap between Hani and Han region, improving Hani women’ssocial status and popularizing Chinese language in Hani region, we can improve Haniand Han’s teacher efficacy in high school, and plan as a whole to improve the quality ofthe ethnic teachers.