A Research On High School Physics Teachers’ Sense Of Teaching Efficacy And Its Ralativity With The Way Of Teacher’s Instructional Achievement Attributions

In the late 1970 s, with the concept of self-efficacy presented by Bandura,a series of studies on teacher’s sense of teating efficacy gradually went into people’s vision. The level of teacher’s sense of teating efficacy has a direct impact on implementation of the teacher’s teaching behavior, and even has an indirect impact on student’s learning and development. Therefore, it has a substantial meaning and value to carry out the study of teacher’s sense of teating efficacy.This study selected the high school physics teachers which is a particular subject area as the research object, and randomly selected 61 physics teachers from five high schools in Xinxiang,and then used questionnaire survey method to carry on the research. This research has used two measuring tools, the first one is the high school physics teacher’s sense of teating efficacy scale which was compiled on the basis of former studies. This scale contains six dimensions, such as educational cognition, teaching plan and preparation, guiding and promoting learning, class organization and management, communication and interaction, and the evaluation on teaching effect, which is consisted of 37 questions. The other tools is teacher’s instructional achievement attribution scale compiled by Xin Tao et al. The cllected data was analysised through SPSS19.0 software. At last, this research has come up with conclusions as follow:(1) The overall high school physics teacher’s sense of teating efficacy in Xinxiang is in the medium level. In addition, the efficacy in the dimensions of teaching plan and preparation and guiding and promoting learning is on a higher level. The efficacy in the dimensions of class organization and management, communication and interaction, and the evaluation on teaching effect is in the medium but close to the high level. The efficacy in the dimension of educational cognition is in the lower level.(2) The high school physics teacher’s sense of teaching efficacy has significant difference in teaching age, professional title and school type. In addition, the efficacy in the dimensions of teaching plan and preparation, guiding and promoting learning, class organization and management, communication and interaction, and the evaluation on teaching effect also has significant difference in teaching age, professional title and school type.(3) The high school physics teacher’s sense of teaching efficacy doesn’t have significant difference in gender and degree.(4) High school physics teachers tend to attribute their success to their own teaching ability, the high level of students, the easily understandable teaching material content and their own efforts. They don’t care about the effect of luck and help from others. They usually attribute their failure to the low level of students,the difficult teaching material content and lack of other’s help. In this spect, they also don’t care about the effect of luck.(5) The way of high school physics teacher’s instructional achievement attribution has a better forecast effect on their sense of teaching efficacy, and it also has a direct effect on teacher’s sense of teaching efficacy.According to the above research conclusion, this research put forward some suggests respectively from two aspects, teachers’ and schools’ level, to improve teacher’s sense of teaching efficacy. The advice of teachers’ level is: teachers themselves should have good professional consciousness and clear their own role; Teachers should constantly enhance self-confidence, forming reasonable self-motivation; teachers should actively make autonomous learning and promote the professional development; teachers must be good at communication and build a harmonious interpersonal relationship; teachers should learn to reflect and reasonably teaching attribution. The advice of schools’ level is: improving the teacher training system, and promoting the teacher professional development; establishing an effective incentive system, improving teachers’ initiative; creating a harmonious campus environment, reducing the pressure of teachers; organizing teachers attribution training, guiding teachers’ positive attribution.