| The "Village Revitalization Strategic Plan" released in 2018 proposed that the development of rural education is an important part of the rural revitalization strategy,and it has an important status of priority development.This article uses the "Questionnaire of Self-Efficacy of Rural Middle School English Teachers" to study the self-efficacy of English teachers in Hengdong No.2 Middle School,which is located in the countryside.This article explored three questions using questionnaires,interviews,and classroom observation methods: What is the current status of self-efficacy of English teachers in rural middle schools(a case study of Hengdong No.2 Middle School)? What are the differences in the self-efficacy of English teachers in rural middle schools? What factors will affect the self-efficacy of English teachers in rural middle schools? First,the questionnaire was used to investigate the status of self-efficacy of English teachers in Hengdong No.2 Middle School.The level of self-efficacy can reflect the level of self-efficacy of rural middle school English teachers to a certain extent.Secondly,the differences in the self-efficacy of the samples were analyzed,and the differences were analyzed using statistical methods such as T test.Finally,this article used correlation analysis,regression analysis and other statistical analysis methods to explore the correlation between rural middle school English teachers’ self-efficacy and school environmental factors and social environmental factors,and analyze the influencing factors of rural middle school English teachers’ self-efficacy.Through the investigation and research on the self-efficacy of 25 rural middle school English teachers,and based on the statistics and analysis of the data by SPSS software,this study found that:The self-efficacy of rural middle school English teachers is at a medium level on the whole,and their self-efficacy level is low in the dimension of student participation.There are significant differences in the three variables of rural middle school English teachers’ self-efficacy in age,teaching age,and whether they received teacher education.However,there are no significant differences in variables such as academic qualifications and professional titles.The spoken English level of rural middle school English teachers has a significant predictive effect on their self-efficacy.The self-efficacy of rural middle school English teachers has obvious correlation with school environmental factors and social environmental factors,and the correlation between school environmental factors and the self-efficacy of teachers in Hengdong No.2 Middle School is relatively high.At the end of the paper,the author analyzed the implications and limitations of the research. |
