Research On The Influence Of Teaching Efficacy On The Misbehavior Of Primary School Teachers

Teachers' misbehavior refers to the teachers' non-standard behavior which violates the laws of education and teaching or teachers' professional ethics.It has been proved that teacher's misbehavior will not only affect teachers' growth and development,but also affect students' academic and physical and mental health.Teaching efficacy is the subjective judgment of teachers on whether they are competent for teaching.According to the theory of self-efficacy,teaching self-efficacy has a future orientation,which will have an important impact on the individual's thinking and emotion,the choice of department behavior and the way of behavior.At the same time,according to the interviews of several teachers in the early stage of the research,we know that teaching efficacy may be the influencing factor of teachers' misbehaviors.Primary school is the key period of individual physical and mental development,and it is also the stage that is easily affected by the external environment.According to the above,this study uses the quantitative research method to analyze the current situation of primary school teachers' teaching efficacy and misbehavior,and on this basis to further explore the influential mechanism of teaching efficacy on teachers' misbehavior,in order to expand a new perspective for teachers' misbehavior research,at the same time,to provide some useful reference for reducing teachers' misbehavior.In this study,two primary schools in urban,county and township of Z City were selected by stratified random sampling,and 398 primary school teachers in six schools were tested by questionnaire of "teachers' misbehavior questionnaire" and "teachers' sense of efficacy questionnaire".A total of 398 questionnaires were collected with a recovery rate of 100%.After8 invalid questionnaires were eliminated,390 were valid,and the effective rate was 97.99%.Using spss23.0 software package to analyze the collected effective data,the results are as follows:1.The total score of teachers' misbehavior is in the middle level.2.There are significant differences in the scores of the dimensions of cognitive problems of teachers' misbehaviors in gender,and the scores of male teachers are significantly higher than that of female teachers.There are no significant differences in the total scores of teachers' misbehaviors and their three dimensions in education background,teaching age,teaching subject and teaching grade.3.The total score of teachers' sense of teaching efficacy is in the middle level.4.There are significant differences in gender in teaching strategy dimension scores of teaching efficacy,and the scores of female teachers are significantly higher than that of male teachers.There are significant differences in the total score of teaching efficacy and the scores of three dimensions in teaching age.The scores of teachers in the 6-15-year-old group,the16-year-old group and above are significantly higher than those in the 5-year-old group and below.There is no significant difference in the total score of teaching efficacy and its three dimensions in education background,teaching grade and teaching subjects.5.There is a significant negative correlation between the total score of teaching efficacy and the scores of each dimension and the total score of teachers' misbehaviors.6.Teaching efficacy has a significant negative predictive effect on Teachers' misbehaviors.Among them,the classroom management dimension and teaching strategy dimension of teaching efficacy have significant predictive power on teachers' misbehaviors.Based on the above,the research suggests that teachers' misbehaviors can be improved by improving the sense of teaching efficacy,and the corresponding countermeasures can be put forward from the three levels of teachers,schools and society.At the teacher's level: improve the teaching level,enhance the teaching self-confidence;establish a correct view of students,establish a good relationship between teachers and students;learn self-regulation,enhance the adaptability of work.At the school level: develop targeted training for different teachers to improve their working ability;improve teacher assessment mechanism to objectively evaluate teachers;increase support for teachers and pay attention to teachers' mental health.Social level:improve the welfare of teachers;create an atmosphere of respecting teachers and valuing education.