A Survey On Teaching Anxiety Of Special-Post English Teachers At Junior Middle Schools In Hunan Province

Special post English teachers at junior middle schools(Hereinafter referred as SPETJMS)is a special group in the stage of compulsory education,so it is an important issue to pay attention to their teaching anxiety,which helps to improve the overall quality of rural English teachers and to promote the balanced development of education in urban and rural areas.The author investigates the teaching anxiety of special post English teachers at junior middle schools of Hunan province in this research.This research is guided by Spielberg's State-trait anxiety theory,Endler's anxiety multidimensional interaction model,Bandura's efficacy expectation theory.The author adopts the model of state anxiety structure for primary and secondary school teachers proposed by Dr.Wang Lijuan.With reference to the academic English teacher state anxiety scale made by Wang Xin and Wang Yong,the author designed questionnaire to investigate the teaching anxiety of special post English teachers in junior middle schools in Hunan province.The research is to explore the following questions:(1)What is the status quo of teaching anxiety of SPETJMS?(2)Based on group analysis of gender,educational background,and work task,are there any differences in teaching anxiety among SPETJMS?In this study,questionnaires and interviews are used as tools to investigate the overall situation and the group situation of teaching anxiety of special post English teachers at junior middle schools.Through interviews,this paper analyzes the causes of anxiety and the practical requirements that put forward by the SPETJMS.The main findings of the study are as follows:(1)The teaching anxiety of junior middle school special post English teachers is generally at a moderately low level.They are dedicated to work,have good overall quality and teaching efficiency,and also have a high degree of job satisfaction.Through interviews,the author also finds out that SPETJMS have three problems: marriage problems;difficulties of professional development;and life coexisting with hope and confusion.(2)There is no significant difference in teaching anxiety between different genders of SPETJMS.There is no significant difference in teaching anxiety among SPETJMS of different genders in any dimension.(3)There are significant differences in terms of educational background in teaching anxiety of SPETJMS.The teaching anxiety of SPETJMS who have Bachelor degree is higher than that of SPETJMS who have Master degree.The teaching anxieties of SPETJMS with different educational backgrounds have significant differences in dimensions of conflict between teacher role and family role,teaching preparation and classroom management,and career development,but there is no significant difference in the other three aspects.(4)In terms of work tasks,there are significant differences in the teaching anxiety between SPETJMS who work as class teachers and those who work as non class teachers.There are significant differences in the teaching anxiety of SPETJMS in dimensions of career development and teaching achievement,but there are no significant differences in other aspects.The teaching anxiety of SPETJMS who work as class teachers is higher than that of SPETJMS who work as non class teachers.The reasons for the low level of teaching anxiety in junior middle school special post English teachers can be summed up in four aspects:(1)the social atmosphere of respecting teachers and teaching;(2)good school environment,social service and teaching atmosphere;(3)higher comprehensive quality and professional competence;(4)strong psychological adjustment ability.In order to solve the perplexity of special post English teachers in junior middle schools,the author puts forward three suggestions: one is the teacher's own efforts and adjustments;the other is the help of school;and the third is the support and help of the education administration.The conclusions of this study are as follows:(1)SPETJMS have good overall quality and teaching efficiency.They love their jobs and serve the grass-roots units in the actual work,and have achieved good teaching effectiveness,which proves that the special post plan is effective.(2)It is conducive to reducing teaching anxiety and improving teaching quality in rural areas to improve the level of educational background and on-the-job training of teachers of English special post at junior middle schools.(3)Under the dual system of urban and rural areas,the social atmosphere of rural backbone teachers entering the city is an important factor that causes the teaching anxiety of English teachers in special posts at junior middle schools.