A Study On The Self-efficacy Of Elementary School Chinese Teachers

Teachers’ self-efficacy is a teacher’s awareness and belief in teaching activities that they can effectively complete teaching work and achieve teaching goals.Studying the sense of self-efficacy of primary school Chinese teachers is not only the need for the reform and construction of teachers in the new era,but also the need to improve the sense of self-efficacy of primary school Chinese teachers and thus enhance the effectiveness of primary school Chinese teaching.Based on a questionnaire survey of Chinese teachers in three primary schools in Shanghai,this study uses SPSS software to perform a descriptive analysis,independent sample T test,and one-way analysis of variance on the collected questionnaire results.Differences in teaching age,different academic qualifications,different professional titles,different professional attitudes,etc.;and in order to understand more fully the factors affecting the self-efficacy of Chinese teachers in primary schools,interviews were conducted with Chinese teachers in 3 primary schools.Understand the status quo of self-efficacy of primary school Chinese teachers,analyze the reasons with interviews,and put forward conclusions and suggestions for improving the self-efficacy of primary school Chinese teachers.Recommendations from this study:1.Teachers ’own factors belong to internal factors and are the premise of improving teachers’ self-efficacy.Teachers should make full use of their own factors to improve self-efficacy.2.The school environment and social environment are external factors,and are external support for improving teachers’ self-efficacy.External factors such as school,society,and parents should provide a good external environment and broad space for teachers ’growth and progress,encourage teachers to continuously improve themselves,and improve teachers’ sense of self-efficacy.