Research On The Self-concept And Teaching Efficacy Of General High School English Teachers

Teachers play an indispensable role in the education. For students, teachers serve as the mentor and facilitator; for schools, teachers act as the organizer and manager; for themselves, they are the reflector and researcher. Teachers'self-concept directly affects their sense of identity and satisfaction of the teaching profession, and what teachers achieve during their teaching is called teaching efficacy, which is evaluated by teachers themselves. Teachers'self-concept and teaching efficacy affect teachers'career cognition and identity, and indirectly affect the students'education and teaching work of the school. Therefore, this research investigates the self-concept and the teaching efficacy of general high school English teachers, and analyzes their correlation so as to provide some useful suggestions for the development of teachers and schools.The research methods of the thesis are mainly literature research and quantitative analysis, with the research objects of general high school teachers in Guangxi Zhuang Autonomous Region. The study adopts relevant questionnaires Teachers'Professional Self-Concept Scale revised by Taiwan scholars Cai Mingjin et al. (1998) and High School English Teachers' Teaching Efficacy Scale made by Mu Liyuan(2013). The former questionnaire includes six dimensions:relationship with students; teachers'satisfaction with their job; teachers'self-acceptance; teachers' interpersonal perception; teachers' acceptance of risk and initiatives; teachers' professional competence. The latter questionnaire involves five dimensions:teaching plan and preparation; classroom teaching; teaching management; interpersonal relationship; and teaching evaluation and reflection.This study aims to answer three questions:(1) What is the overall situation of general high school English teachers' self-concept? (2) What is the overall situation of general high school English teachers' teaching efficacy? (3) Is there any correlation between general high school English teachers' self-concept and their teaching efficacy in Guangxi Zhuang Autonomous Region? If yes, how do they correlate with each other?The results of this study are as follows:(1) The general high school English teachers' self-concept is at a relatively high level. Generally speaking, teachers' interpersonal perception ranks the top, followed by teachers' acceptance of risk and initiatives, relationship with students, teachers' professional competence, with the last two being teachers' satisfaction with their job and teachers' self-acceptance. (2) The teaching efficacy of high school English teachers is at a medium level. Among the five dimensions, classroom teaching takes up the first place but interpersonal relationship and teaching evaluation and reflection are at a lower level. (3) The correlation between them not only belongs to positive correlation, but also the correlation of them is very obvious.Based on these findings, some useful suggestions are put forward to improve the self-concept and the teaching efficacy of general high school English teachers. For teachers:they should try to enhance the awareness of lifelong learning, to strengthen the understanding of the education career and their professional identity, to make teaching reflection and self-evaluation and to strengthen the cooperation with peers. For school administrators:they are supposed to improve teacher evaluation system and teaching management mechanism, to set up the community for teacher growth, and to create a good teaching environment.