A Research On Sense Of Teaching Efficiency Of Public Kindergarten Teachers And Influencing Factors

Preschool teachers' sense of teaching efficacy is a form of their self-efficacy reflected in the field of teaching,as the judgment about the relief and ability of weather if they are competent for teaching,has a direct impact on the educational behavior of preschool teachers and even the development of children.The present situation of teaching efficacy of public kindergarten teachers in Gusu District of Suzhou City was investigated and researched in this study,to analyze the related factors affecting the sense of teaching efficacy of preschool teachers.The purpose of this study is to put forward some ideas and suggestions for improving the sense of teaching efficacy of kindergarten teachers and to provide theoretical basis for the in-depth study of preschool teachers' sense of teaching efficacy.This study has revised two research tools on the basis of literature review and interview investigation:Teachers' Sense of Teaching Efficacy Scale and Kindergarten Environment Scale.It also takes the preschool teachers' teaching age,educational background,major,professional title,personnel nature,fertility situation,workload and the amount of hours of continuing education as variables,to complete a self-made questionnaire survey among 163 teachers of six public kindergartens in Gusu District of Suzhou City by cluster sampling.Finally,157 valid quwstionnaires were obtained.The results showed that:(1)The overall teaching efficacy and each dimension of the sense of efficacy of public kindergarten teachers in Suzhou city are at a higher level.Among them,the highest is activity design efficacy,the lowest is classroom management efficacy.(2)There are significant differences in teaching age about the overall sense of teaching efficacy and each dimension of the sense of efficacy of public kindergarten teachers in Suzhou.Among them,there is an apparent tendency of "low-rising-decreasing" in the sense of efficacy about activity design and promoting development,while the sense of mobilizing participation efficiency of young children and classroom management efficacy shows a trend of "low-rising-steady".(3)There are not significant differences in major about Suzhou public kindergarten teachers' overall teaching efficacy,classroom management efficacy,kids mobilizing participation efficacy and promoting development efficacy but there are in activity design efficacy that a teacher whose major is preschool education can get higher scores than non-preschool educational major.(4)There are significant differences in professional title about the overall sense of teaching efficacy and each dimension of the sense of efficacy of public kindergarten teachers in Suzhou.There are differences between undetermined level and level A while unconspicuous differences between level A and top grade.On the whole,the sense of teaching efficacy increases with the rise of professional title.(5)There are significant differences in personnel nature(recruited by public institution or not)about Suzhou public kindergarten teachers' overall teaching efficacy,activity design efficacy,kids mobilizing participation efficacy and promoting development efficacy but classroom management efficacy.(6)There are not significant differences in the amount of hours of continuing education about Suzhou public kindergarten teachers' overall teaching efficacy,classroom management efficacy,kids mobilizing participation efficacy and promoting development efficacy but in activity design efficacy,a teacher who has continue education time of 100h-150h and more than 150h per year has higher score than those who has less than 50h per year.(7)There are not significant differences in educational background,fertility situation and workload about the overall sense of teaching efficacy and each dimension of the sense of efficacy of public preschool teachers in Suzhou.(8)The public kindergarten teachers in Suzhou think that the whole environment of kindergarten,the influence of the director,the interpersonal relationship and the working development conditions are relatively good,while the atmosphere and material environment of the kindergarten are relatively lacking.Among them,interpersonal relationship,working development conditions,atmosphere and overall environment in kindergarten will have significant positive effect on the sense of teaching efficacy but the influence of the director and material environment will not.Based on the investigation of the teaching efficacy of public kindergarten teachers in Suzhou and the analysis of the influencing factors,this study puts forward some ideas from the aspects of the teachers' training mechanism,teachers' professional development opportunities,the interpersonal atmosphere of kindergartens,lightening the teachers'working burden and incentive measures for non-staff teachers,hoping to help improving the teaching efficacy of public preschool teachers in Suzhou.