On The Structural Relationship Of Perceived Teaching Support,Sense Of Teaching Adaption And Engagement Of Elementary And Secondary School Teacher In Wuwei

The research is based on the research at home and abroad,sense of teaching adaption and engagement.Using statistical methods,such as literature analysis,questionnaire investigation,and other statistical methods,such as related analysis,structural equation modeling and so on,Taking teachers' teaching support as an independent variable,teaching adaptation as an intervening variable and teaching investment as dependent variable,the research process consists of three parts.The first part is to put forward the research hypothesis and the question of the questionnaire.After studying and analyzing the existing literature of teaching support,sense of teaching adaption and engagement,The hypothesis that teachers' teaching support affects teachers' sense of teaching adaptability and teachers' teaching adaptability affects teachers' teaching investment behavior,and on the basis of reference to the related measurement topics,we have compiled the survey table for this study.The second part is the revision of teachers' sense of teaching support,sense of teaching adaption and engagement.In this study,563 primary and secondary school teachers in Wuwei,Gansu Province,were selected as subjects.Project analysis,exploratory factor analysis,reliability and validity analysis using related data analysis software to collect data.Finally,the research survey table composed of 25 projects is obtained.The internal consistency coefficient of three variables in the scale is 0.783-0.847.The revised academic help seeking scale has good reliability and validity,which is in line with the theoretical conception of this study.The third part is the statistical method of applying the correlation analysis and the construction of the structural equation model.The relationship between three variables: Teachers' support sense of teaching adaption and engagement,teaching adaptability and teaching investment behavior.Analysis of the characteristics and relations of three variables.The mediating role of teacher's teaching adaptation in the course of teaching support is discussed.The results of the study are as follows:1.Teachers' sense of teaching support is positively correlated with the sense of teaching adaptability,teachers with higher teaching support have a better sense of adaptation to teaching.A significant positive correlation between teachers' sense of teaching adaptability and teaching investment behavior.Teachers' sense of teaching support is positively related to the behavior of teaching input.2.The adjustment effect of teachers' sense of teaching adaptability on the sense of teaching support and the behavior of teaching input.In addition,Teachers' sense of teaching adaptability can adjust the relationship between teaching support and teaching investment behavior.3.Education has little difference in teaching support for primary and secondary school teachers.There is little difference in the sense of adaptability between the primary and middle school male teachers,but the teaching adaptability of the primary school female teachers is higher than that of the middle school female teachers.The teaching investment behavior of female teachers in primary school is higher than that of female teachers in middle school.4.The hypothesis that teachers' teaching adaptability affects teachers' sense of teaching support and the behavior of teachers' teaching input has been verified.The results show that the teaching behavior of teachers is very important.Teaching adaptability is the key to the teachers' ability to obtain teaching support and to effectively adopt the behavior of teaching input.