A Study Of Self-efficacy Of Junior High School English Teachers

As one of the inherent psychological experiences and feelings,teachers' self-efficacy is a perception and examination of their own teaching ability,which plays an important role in their self-development.According to the two educational evaluation reports by the Rand team in the 1970 s,students' academic performance is greatly influenced by teachers' self-efficacy from which we can predict students' performance.Since then,many educational scholars and experts have attached great importance to teachers' self-efficacy.Although many scholars have studied it,most of them have neglected the English teachers' self-efficacy in junior high schools,which is certainly worthy of our serious attention.Based on Locus of Control Theory,Social Cognitive Theory,Maslow' s Self-actualization Theory and Humanistic Theory,by adopting the quantitative and qualitative methods,this study attempts to answer two essential questions: 1)In terms of classroom management,use of textbooks,instructional skills and strategies,teacher-student interaction and evaluation of teaching effect,what is the current situation of self-efficacy of junior high school English teachers? 2)What are the possible factors that may affect self-efficacy of junior high school English teachers? In this study,questionnaire and interview are used as the instruments to investigate 150 junior high school English teachers in Yantai City who were chosen randomly as participants.The findings of the study indicate: 1)Self-efficacy of junior high school English teachers is at upper-middle level in general in terms of classroom management,use of textbooks,instructional skills and strategies,teacher-student interaction and evaluation of teaching effect.Among five dimensions,classroom management is at the highest level,while use of textbooks is at a relatively low level.2)The possible factors that affect self-efficacy of junior high school English teachers include the years of teaching,professional attitude and attribution targeting.Besides,the English teachers who are generally at an upper level are inclined to attribute the failure to controllable factors while the English teachers who are at a comparatively lower level are apt to ascribe the failure to uncontrollable factors.Based on the findings of this study,some implications are proposed for schools,teachers and government to improve self-efficacy of junior high school English teachers.To some extent,it' s hopeful that this study could shed some light on improving teachers' professional development.