Study On Self Efficacy Of Rural Primary School Teachers

Teachers' self-efficacy influences teachers' enthusiasm for the education work of teachers.At present,the academic community generally thinks that it includes general self-efficacy and individual self-efficacy.General self-efficacy refers to the teachers' relationship between teaching and learning and the role of education in the development of students as well as some other issues general view.Personal self-efficacy refers to the teachers' understanding of their own teaching and evaluation.In this study,the teaching efficacy scale(1995)compiled by Yu Guoliang and the self-made interview outline were used to investigate the teachers of 6 primary schools in C county.The results of the survey and interview were analyzed statistically,and the conclusions were as the following :(1)Teachers' self-efficacy of rural primary school in C county are in average level,and individual self-efficacy is slightly higher than the general self-efficacy.(2)The teachers' self-efficacy of rural primary schools in C county has no significant difference in the gender,educational background;In position factors(whether or not the head teachers),attribution orientation,teaching grade variables,teachers' general self-efficacy of no significant difference,but individual self-efficacy has significant difference.This means that the head teachers' personal self-efficacy is significantly higher than other teacher's self-efficacy who does not take the teacher in charge.The teachers' personal self-efficacy who due the teaching failure to the individual insufficient have a higher sense of individual teaching.And senior teachers' self-efficacy is higher than medium and junior teachers' self-efficacy.As teachers in differnet grade and their personal self-efficacy is different.On the title variable,general self-efficacy of teachers has significant difference.This means the higher of teachers' professional title,the higher the general self-efficacy,but individual self-efficacy isn't significant difference.On the year of teaching and the experience variable,the general self-efficacy and individual self-efficacy of teachers have significant differences,which means that with the increase of teaching experience,the richer of teaching experience,the higher the teacher's self-efficacy.(3)Compared with low self-efficacy teachers,high self-efficacy teachers have a high sense of professional well-being and strong professional ability.High professionalsense of happiness,high frequency positive emotion and the accumulation of a better experience could promote the improvement of teachers' self-efficacy as well as their professional ability.Because of strong professional ability,teachers would experience lots of successful teaching in the practical teaching and then would also subject to good evaluation.The successful experience and good evaluation in turn promote teachers' self-efficacy.Based on the above findings,the author meant that although the teaches' self-efficacy was changing,it could be cultivated and shaped by improving the sense of professional well-being and enhancing the professional ability.Therefore,for teachers themselves,they need to enhance the emotional appeal,improve professional ability,quality and emotional stability,improve the psychological quality and develope expertise as well.For school leaders,they need to emphasize the characteristics of teachers in their career,and give them timely help,let teachers experience more successful teaching and management and also experience the collective care and power.For the education administrative departments,adopte the process evaluation and value-added evaluation when assessing the teachers.