A Study On Teachers' Sense Of Teaching Effectiveness And Related Factors In Rural Primary Schools

It has become the consensus of all countries in the world that "rejuvenating our country must first strengthen our teachers".There is a gap between urban and rural areas in China,and rural education cannot be neglected.There is an urgent need for the revitalization of rural education.To improve the quality of rural education,we need to build a high-quality and energetic team of teachers.There are many ways to ensure that rural teachers can "go down,stay and teach well",and the only research is not comprehensive and in-depth,which is not conducive to fundamentally providing strategies to improve the teaching efficacy of rural teachers.Based on the above reasons,two questionnaires were designed to investigate the characteristics and related factors of rural primary school teacher's sense of teaching efficacy,so as to provide practical suggestions for improving the sense of teaching efficacy.Through descriptive analysis of the questionnaire data,it is found that the teaching efficacy of rural primary school teachers is generally not high.In contrasty the general sense of teaching efficacy is higher,especially in contact with students and confidence in solving student's problems.The questionnaire data of the survey were analyzed by difference,correlation and regression.It was found that in terms of teacher's own factors,there were no significant differences in general teaching efficacy among teachers'gender,age,teaching age,professional title,marital status and children's status,and the highest educational level,but there were significant differences in individual teaching efficacy.In addition,teachers taught courses and grades,the number of teacher's classes,teachers' personal teaching efficacy.The situation of the head teacher has no significant effect on the sense of teaching efficacy;in the aspect of school students factors,the samples of different income satisfaction have significant effect on individual and general sense of teaching efficacy,while there is no significant effect on teachers' sense of teaching efficacy with or without education training and family economic conditions;in the aspect of social and psychological factors,subjective support and general sense of teaching efficacy and teaching efficacy have no significant effect on teacher's sense of teaching efficacy.Individual teaching efficacy has a significant positive correlation.For teaching motivation,internal motivation and external motivation have a significant positive correlation with teaching efficacy.For job burnout,cynicism and professional efficacy have a significant negative correlation with personal teaching efficacy and general teaching efficacy,and cynicism will have a significant negative correlation with teaching effectiveness.Sensation has significant negative effects.The main variables predicting rural primary school teacher's teaching efficacy are cynicism,professional efficacy and external motivation.To sum up,teacher's teaching efficacy in rural primary schools is not high and is affected by teachers themselves,school students,social psychology and other related factors.Based on the above conclusions,this paper puts forward countermeasures and suggestions to improve the teaching efficacy of rural primary school teachers from the aspects of teacher's teaching attitude,teachers' professional development path,working ecology,teacher's treatment and rural education cognition.