| In our country,teachers' professional development from the focus on the system construction to pay close attention to individual teacher.Due to the new curriculum reform,the autonomy of teacher's professional development received wide attention.Teacher should be in the process of teacher professional development to develop their own process.The self-efficacy is an important drive to promote teachers' professional development.Only fundamentally the intrinsic factors of influencing teachers' professional autonomy development,studies the relationship between them,this paper analyzes the reasons of hinder the autonomy of teachers' professional development,teachers can be truly autonomous professional development.Train of thought of this paper mainly through literature research,concept set,combining with the investigation and analysis,reliability validity good reference questionnaire.On the basis of a large number of research and practice,to teachers' self-efficacy as the breakthrough point,analysis of teachers' self-efficacy can and autonomy,the relationship between teacher's professional development from the base line(zhaoqing DuanZhou area)the investigation of middle school teachers,objectively analyzes the present situation of teachers' professional development of autonomy and fundamentally analyze the factors hindering the research on the teachers' professional autonomy development,and to solve the problem of teacher professional development autonomy offer some Suggestions.Mainly as follows:(1)The objective study middle school teachers' self-efficacy;(2)Analysis of teachers' self-efficacy and the relationship between teachers' professional development independently;(3)Teachers self-efficacy as the breakthrough point,to give some Suggestions to improve the teachers' professional development autonomy.Used the literature analysis method,this study mainly focused on the background of teacher professional development autonomy research and related set a discussion of the concept of this paper the research purpose of this paper,the research focus and research significance.In investigating the middle school teachers' self-efficacy and autonomous professional development present situation,the main use of questionnaire investigation and interview method.Refer to the reliability and validity of good teachers self-efficacy questionnaire and teachers' professional development autonomy questionnaire,randomly selected in zhaoqing DuanZhou area 5high school 150 teachers were investigated,and in the attached questionnaire interview invitation,please be willing to accept the interview teachers take the initiative to leave contact information,random interview object.Of questionnaire data statistics,mainly adopts the SPSS22.0 is analyzed from three aspects:(1)through independent sample t-test,one-way factor analysis,the analysis of middle school teachers' self-efficacy and middle school teachers' professional development of autonomy in the population variable factors(gender,teaching age,professional titles,educational background,teaching subject and whether the teacher in charge)differences;(2)the correlation analysis were carried out to study the middle school teacher professional development of middle school teachers' self-efficacy and the relationship between the autonomy;(3)regression analysis and stepwise regression analysis were carried out to study the middle school teachers' self-efficacy affect middle school teachers' professional development of autonomy.Results show that:(1)the middle school teachers' self-efficacy in the population variable factors(gender,teaching age,professional title,education,teaching course and whether the teacher in charge)significant differences;(2)the middle school teachers' professional development of autonomy in the population variable factors,teaching age,professional title and subject exist significant difference;(3)the middle school teachers' professional development of middle school teachers' self-efficacy and autonomy is significant positive correlation,two dimensions of self-efficacy and its subordinate(self-efficacy of general education and personal teaching efficacy)development of middle school teachers' professional autonomy and its subordinate five dimensions(professional commitment,the educational reform desire,degree of efforts,the physical and mental health,and career development and planning)have a significant role.Thus can draw the following conclusions:(1)the population variable factors are affecting the middle school teachers' self-efficacy and effective factors of autonomous professional development;(2)the middle school teachers' self-efficacy has significant influence on their professional development of autonomy is significant and positive,is to improve the autonomy is one of the key factors of teachers' professional development.Based on the above research conclusion,about to improve middle school teachers' professional development of autonomy,the author targeted puts forward six Suggestions:(1)the teacher professional development should attach importance to improve middle school teachers' education belief and confidence in the education,refine the training requirements,give full consideration to the needs of teachers;(2)focus on secondary school teachers' mental health,attaches greatimportance to the middle school teachers' psychological counseling,to give more policy and financial security;(3)the school should have the high school teachers' professional development into the school development plan,the respect and attention to individual teacher,give teachers initiative and autonomy;(4)improve middle school teachers' professional status and economic benefits,fairness,improve teachers' teaching beliefs;(5)teachers themselves should learn self-adaptation,cultivate positive personality,actively look for the development of self;(6)teachers themselves should learn to make full use of learning resources,strengthen professional exchanges and cooperation..In this paper,further research on the paper in the last part,a brief description. |
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