The Relationship Between Teacher Multidisciplinary Teaching And Student Academic Performance

Teachers' multiple-subject teaching is an important form and a crucial measurement of teachers' workload.If teachers are under great work pressure which is resulted from too much teaching tasks,it will cause a negative effect on students,academic performance.Although this is a serious problem for Chinese education system,nearly no one takes teachers' multiple-subject teaching as an aspect of teachers'workload and finds the correlation between multiple-teaching and students' academic performance.As for China's western rural students,low academic performance and high dropout rate prevent them from entering into senior high schools.Among many factors related to students' academic performance,teachers play an important role.In consequence,based on a variety of data,we will explore the relation between multiple-subject teaching and students' academic performance to find some effective ways to solve this problem.At the beginning,based on the background,we found that multiple-subject teaching is so popular around China,and multiple-subject teaching may have a negative impact on students' academic performance.It seems that it is important to focus on multiple-teaching.I use interdisciplinary research method,investigation and statistics analysis method and empirical analysis method,and take students' standardized math test score as the measurement of their academic performances.12703 students and 276 teachers have finished our questionnaire and I use STATA13.0 to analyze this data.Furthermore,through the analysis of teachers' multiple-subject teaching in Tianshui,Yulin and Shangluo,we find that teachers'multiple,subject teaching is a universal phenomenon in rural China.Teacher's multiple-subject teaching has three main aspects which are cross-grade teaching,miscellaneous subjects teaching and over workload on the number of classes.Based on many existing literatures,we briefly look back the current situation,causes and negative effects of teachers' multiple-subject teaching under the concept of teachers' workload.Also,we see the current situation of junior high school students' academic performance and explore the influence factors.Teachers' multiple-subject has a negative effect on teacher's quality and students' academic performance.After analyzing students'academic performance,we find that the overall math score level of our sample students is low and students in Shaanxi get higher score than that of students in Gansu.And then,by analyzing the correlation between teachers' multiple-subject teaching and students' academic performance,we find that although they have a negative correlation and the result is significant.If we look single-subject teachers and multiple-subject teachers separately,we find that for single-subject teachers,there will be a positive correlation if teachers teach two 7th grade classes rather than just one class;however,the result is negative if multiple-subject teachers teach more than one class.And teaching main courses has a negative correlation with students' academic performance compared to teaching minor courses.In addition,teacher's working time has a significant negative mediating effect.Finally,we further discuss the multiple-subject teaching problem in rural China and put forward policy suggestions based on our results.Firstly,the problem of"excessive in authorized strength superficially but lack of authorized strength actually"should be solved rationally;Secondly,rural teacher's structure should be optimized to promote their professional development;Thirdly,rural teachers' wage should be enhanced dramatically to attract more people to be rural teachers;Finally,general teachers should be properly fostered.