A Study On Middle School English Teachers’ Self-efficacy

With the implement of new curriculum standard of English, teachers’self-efficacy became an eye-catching factor worth paying attention to inEnglish teaching and learning. Self-efficacy is a concept put forward byBandura, cognitive psychologist in1977. Compared with the study abroad,studies at home are mostly in a theoretical way currently. Most of the time weneglected the influence teachers’ self-efficacy has on English teaching in realcases. Therefore an empirical study on teacher’s self-efficacy has a significantimportance both theoretically and practically.From an overall perspective, the author is motivated to do this researchfor the following reasons；1. The English teachers of the western four Bannersof Ordos Inner Mongolia have only a vague awareness of teachers’self-efficacy, which the author believes has a effect on their teachingperformance.2. Few people have conducted a research on English teachers’self-efficacy in this area.3. English teaching and learning in this area is at alower level. The whole discussion focused on the following three aspects:1) The status quo of self-efficacy as an English teacher in anenvironment of English teaching in middle schools of the western fourBanners of Ordos Inner Mongolia.2) The impact of related factors on these four middle schools’ Englishteachers’self–efficacy.3) The relationship between the teachers’ self-efficacy and theirteaching effects.First of all, the author uses a questionnaire to investigate40high schoolEnglish teachers’ self-efficacy in teaching and learning strategies and skills,classroom organization and management, students’ participation, the trainingof the emotions and cultural consciousness, material handling, and the communication between the teachers and the students. Then the authorchooses four teachers of the two schools to do the classroom observation. Atlast the author interviewed the40teachers from these schools.The author combs the concept of the teachers’ self-efficacy first and thensummarizes and analyzes the relevant research results at home and abroad.Learning about the research progress both at home and abroad to summaryand learn from past studies’ insufficiency and put forward questions whichneeds further study to a deeper level in actual cases in middle schools of thewestern four Banners of Ordos Inner Mongolia.Research results show that the formation of the teachers’ self-efficacy isa common result of internal and external factors, and the teachers’self-efficacy is inextricably linked with the teachers’ understanding of theessence of language, the length of the teaching, the pedagogic knowledge, theschool culture, and the social factors. After the research the author has provedthe importance of self-efficacy has on English learning to its utmost extent.Teacher’s self-efficacy has direct impact on teaching effect.Through the research, the author thinks that teachers’self-efficacy as oneof the main factors that has a big influence on the teacher’s teaching effectalso plays an important role in teacher’s self-development. Forming positiverational self-efficacy has positive effect on teaching and self-development ofthe teachers. Therefore, we should pay attention to guiding the teachers toform a positive self-efficacy in the educational process and stimulate theirsense of self-development; establishing the community of the teacher’slearning to achieve the share of teaching knowledge; promoting the teachers’self-reflection and self-assessment to let the teachers to have a betterunderstanding of the judgment and self-awareness.