| As the concept of self-efficacy proposed by Albert Bandura has emerged and been progressively developed,a series of studies for the sense of teaching efficacy are posed under the light of public.There are already considerable tests having suggested that not only the forming of diathesis and behaviors of teacher are affected by the the degree of the sense of teaching efficacy directly,but also does the learning process and psychological development indirectly.Therefore,in order to improving the diathesis of teachers,placing a very high value on the studies for the sense of teaching efficacy is obviously necessary.However,few of them now has revealed the relationships between these factors,so the subject of this study is to evaluate the correlation amongest the relative factors with the sense of teaching efficacy.A total of 105 biological teachers has participated in this study,and they were randomly selected from 9 senior schools in Nan Chong City,Si Chuan Province in China.Two rating scales were applied for questionnaire survey,one was the high school biology teacher's sense of teaching efficacy scale,the other was the teacher's instruction achievement attribution scale.After collecting the data,the SPSS.17.0software(SPSS Inc,IBM Company)was used for data analysis,and the results were shown as follow:(1)The general degree of the sense of teaching efficacy among the biological teachers was at medium level(M=3.65),the highest is the efficiency of teaching strategy(M=3.85),the secondary was the efficiency of interaction and communication(M=3.75),the efficiency of teaching effectiveness and evaluation(M=3.66)or the efficiency of expertise(M=3.65)was at a relatively low level.(2)There is no significant statistical difference in the educational background or the rating of school(Sig>0.05).However in the later variable,the dimensions of teaching strategy or teaching effect and evaluation have shown highly significant difference(Sig < 0.01),but neither dimensions of the expertise nor interaction manifested any difference(Sig>0.05).(3)The sense of teaching efficacy of biological teachers has shown highly significant difference in gender(Sig < 0.01).For different genders,there are highly significant difference in the dimensions of the teaching strategy,the teaching effect and evaluation,and the interaction(Sig<0.01).(4)There is a obvious tendency for biological teachers to attribute the effective teaching to the inner factors,such as teaching ability,internal state,efforts and so on.And the capability of students have possessed the analogously important meaning as teaching materials.As for the help from others or luck seems to be ineffective.On the other hand,they are prone to owing the failure to the insufficient capability or efforts,either considering the teaching materials being too difficult,but simultaneously overlooking the effects resulted from luck.(5)In the way of teaching attribution for biological teachers,there is a strongly positive correlation between the attibutive method of the inner factors and the sense of teaching efficacy.Besides,the study has suggested that it is able to provide a relatively high accuracy to predict the teaching efficiency by the attributive method of inner factors.Through the data analysis,some advises in favor of improving the the sense of teaching efficacy could be obtained both from objective and subjective conditions.From the objective point of view:the public and schools should persistently develop the systems of teaching training and health assurance;alleviate the working pressure;pay more attention on the attribution method of teachers and give the proper guidance.From the subjective point of view:raise capability and improve competition;maintain well self-esteem and physical and mental health.It has a positive effect on the behaviors of biological teachers,and also on the education and development of students,through the mode of enhancing competitive advantages and raising the relatively reasonable attributing methods. |
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