A Study On The Relationship Between College English Teachers’ Job Satisfaction And Teaching Efficacy

This paper attempts to investigate the general situation of college English teachers’ job satisfaction and teaching efficacy, as well as to explore the relationship between college English teachers’ job satisfaction and teaching efficacy. There being105college English teachers from Hubei University, Jianghan University and Three Gorges University participated in the survey. By using questionnaires and interviews as research instruments, and employing SPSS. V.19.0and summary of statements for data processing and analysis, this paper draw the following conclusions:College English teachers are basically satisfied with their jobs and they have a relatively high sense of teaching efficacy. Besides, in the two dimensions of teachers’ teaching efficacy, teachers have a significantly higher sense of personal teaching efficacy compared with teachers’ general teaching efficacy. For college English teachers’ job satisfaction and teaching efficacy, there exists no significant difference on personal variables such as gender, age, marital status, years of teaching experience, educational background and professional title. However, for personal teaching efficacy, there are significant differences on age, marital status, years of teaching experience and professional title. Lastly, college English teachers’ job satisfaction and teaching efficacy show a significant positive correlation.