Research On Teacher Efficacy In School Curriculum Construction

In 2001,the Eighth Basic Education Curriculum Reform proposed a curriculum management approach at the national,local and tertiary levels,giving schools more rights to independently develop and design courses.At the same time,the school also faces the contradiction between the repetition of the three courses and the limited time tense in the practice of the school.The policy support and the practical problems call on the elementary and middle schools to carry out the construction of the school curriculum based on their actual conditions.Teachers are the main body of the school curriculum construction,playing an important role,which is related to the grades of the curriculum.However,in the current practice of curriculum construction,many teachers did not participate in the curriculum construction of the schools,or forced the formal participation of the policy orders,which led to the absence of teachers.How to make teachers try their best to join the school curriculum construction,the teacher's inner world and the internal landscape is the most fundamental factor.Teacher efficacy can reflect the ability and belief of teachers,play an important role on the teacher,to promote the effectiveness of the construction of the school curriculum plays a positive role.Based on the investigation and study,this paper tries to find out the current situation of teacher efficacy in current school curriculum construction and explore the possible factors that affect teacher efficacy.Based on the analysis of current situation and influencing factors,find out the tactics of enhancing teacher efficacy and promote the role of teachers,Promoting the development of school curriculum construction.The teacher's sense of efficiency in school curriculum construction is the belief of teachers in primary and secondary schools that they can successfully carry out school curriculum construction,that is,they can have confidence in the continuous improvement and improvement of their ability to focus on the curriculum practice or problems of the school.In terms of dimensions,the sense of teacher efficacy in school curriculum construction includes four dimensions: general curriculum construction efficacy,curriculum design and development efficacy,curriculum implementation efficiency,and curriculum evaluation efficacy.The teacher's sense of effectiveness in the construction of the school curriculum can guide the teacher's participation in the construction of the course,strengthen the motivation of the teacher in the courseconstruction,and influence the attitude of the teacher in the process of curriculum construction.The study found that the overall level of efficacy in school curriculum construction is low.Judging from the four dimensions,general curriculum construction has a low sense of efficacy.Teachers' teaching grades,administrative duties,curriculum willingness,direct experience,indirect experience and other factors affect general curriculum construction efficacy.Curriculum design and development efficiency are low.Teachers' professional titles,administrative duties,direct experience,indirect experience and other factors affect the efficiency of curriculum design and development.The implementation efficiency of the curriculum is low,and teachers ' administrative duties,curriculum willingness,direct experience,and indirect experience affect the teacher's curriculum implementation efficiency.The sense of efficacy of the curriculum evaluation is not high,teachers' professional titles,administrative positions,and direct experience influence the teacher's sense of efficacy in curriculum evaluation.To sum up,the factors that affect the teacher's efficacy in school curriculum construction mainly include both internal and external factors.The internal factors include the teacher's willingness,direct experience,and indirect experience.The external factors include the actual dilemmas,school support,and the methods of teacher evaluation.To improve the teacher's efficiency in school curricula construction,we should participate in all aspects to promote direct experience;training and exchange to increase teachers' indirect experience;encourage teachers to improve their willingness;provide material support to solve actual dilemmas;self-learning to improve teachers' professional ability.