Error Orientantion From The Teacher In The Primary And Secondary School:Effects On The Job Performance

As old saying goes,'People can't escape from doing wrong'.Common people aren't saints,it's not practical not to do wrong all the time.'No one can do things perfectly without any errors,if one does wrong,and change it in time,it can't be too good'.No one can promise not to make mistakes all the time,when having made mistakes,they correct them instantly,it's good too.Influenced by complicated and changing environment,any team and people can't avoid errors thoroughly.As a social team exists,teachers are the most important elements of school.Middle and primary schools education is a important phase of our country's education,words and actions of teachers play an important role on students.Thus,teachers may make errors unexpectly when they work on school affairs,once making errors,the attitude of teachers is very important.Teachers' error orientation,that is the attitude when teachers face errors.After making errors across the teaching jobs,teachers' error orientation will have what impact on their work performance,which influence factors exist in the role of relations,and how to cope with errors is worth studying.The study is on the basis of Error study model,Action theory and Self-determina tion theory of motivation,there are 380 middle and primary school teachers participatin g the test,the study use Achievement Goal Orientation Scale,Error Orientation Scale,Job Performance Scale and Cognitive Flexibility Inventory(CFI),by analyzing 380 teachers through questionnaires,conclusions are as follows:1.Middle and primary school teachers' error orientation scale revised by the study has six dimensions:error communication,covering up errors,learning from errors,error ri sk-taking,error strain and thinking about errors.The scale has good reliability and validi ty,and can be used as an effective measuring tool of mentoring function,it can be use d as an effective tool of measuring teachers' error orientation;2.There are close relations among Error orientation,achievement goal orientation,job performance and cognitive flexibility.Error communication positively correlated with learning goal orientation,grade-approaching orientation(r=.490**,P<0.01;r=.446**,P<0.01),learning goal orientation negatively correlated with covering up errors(r=-.067),thinking about errors positively correlated with learning goal orientation,grade-approaching orientation(r=.485**,P<0.01;r=.466**,P<0.01),covering up errors positively correlated with grade-avoiding orientation(r=.463**,P<0.01).In addition,learning goal orientation positively correlated with human relation promotion,task performance and working contribution(r=.463**,P<0.01;r=.482**,P<0.01;r=.350**,P<0.01),cognitive flexibility negatively correlated with grade-avoiding orientation and covering up errors(r=-.154;r=-.171**,P<0.01).At the sametime,human relation promotion has close relations with error communication,error learni ng and thinking about errors(r=.569**,P<0.01;r=.477**,P<0.01;r=.457**,P<0.01),human relation promotion negatively correlated with covering up errors(r=-.184**,P<0.01).Task performance is closely related with grade-approaching(r=.464**,P<0.01),and T ask performance positively correlated with error communication,learning from errors an d thinking about errors(r=.518**,P<0.01;r=.460**,P<0.01;r=.504**,P<0.01);3.Error orientation and achievement goal orientation are important predictors of w ork performance.Learning goal orientation of achievement goal orientation has strongest predictive effect on work performance(?=0.380***,p<0.001),the second is grade-oppr oaching(?=0.283***,p<0.001).Error orientation significantly predict work performance,e very dimension predicts differently on work performance.Error communication has stro ngest predictive effect on work performance and it positively predicts work performanc e(?=0.336***,p<0.001),thinking about errors positively predict work performance,and it has a significant effect(?=0.304***,p<0.001),covering up errors negatively predict w ork performance(?=-.096***,p<0.001),learning form errors positively predict work perf ormance(?=0.119***,p<0.001).In addition,error communication can explain about 33.8%of work performance,thinking about errors and error communication explain about 41.2% of work performance,covering up errors,thinking about errors and error communica tion explain about 42.4% of work performance,learning from errors,covering up errors,t hinking about errors and error communication can explain 43.1% of work performanc e;4.Achievement goal orientation and its dimension are important predictors of error orientation.Both of achievement goal orientation and grade-avoiding orientation all pre dict error orientation significantly.Achievement goal orientation positively predict error orientation(?=0.680***,p<0.001),it explains about 32.1% of error orientation.Grade-a voiding orientation negatively predict error orientation(?=-0.153***,p<0.001),it explains about 33.0% of error orientation.5.Error orientation plays part mediation between achievement goal orientation and work performance,and the value is 0.389.Learning from errors plays full mediation between achievement goal orientation and work performance,the value is 0.479;6.Cognitive flexibility plays regulatory role between error orientation and work performance.7.Teachers' error orientation is significant in terms of gender,if he(she)is in charge of a class,age,teaching age and nature of the work.Finally,this study puts forward the corresponding educational measures from two mainbodies of the school and the teachers.