A Study On The Self Efficacy Of Rural Primary School Mathematics Teachers

In order to further promote the overall development of basic education,it is necessary to vigorously develop rural education,and rural teachers are the key element.Teacher's self-efficacy refers to the teacher's belief in the development of students and the realization of self-worth through the use of their own professional qualities and abilities in order to complete a certain teaching goal in a specific teaching environment.Teachers ' self-efficacy is the internal cause of teachers 'growth,and it is also an important indicator to measure the state of teachers 'teaching work.The self-efficacy of rural elementary school mathematics teachers pays more attention to the peculiarities of rural teachers and elementary school mathematics teacher groups.Research on the self-efficacy of rural elementary school mathematics teachers is not only the need of the reform of the construction of rural teachers in the new era,but also the need to enrich the perspective of rural education research.Thus,it is urgent to promote education reform to realize the driving force of education modernization.This study first issued an online questionnaire through the questionnaire star,sent the questionnaire to the mathematics teachers of rural primary schools in Hengxian County for filling out,and processed the data through the software Excel and SPSS to analyze the rural primary school mathematics teachers in different genders,different teaching ages,different educational backgrounds,different professional titles,Differences in professional attitudes and whether they only teach mathematics subjects;and in order to have a more comprehensive understanding of the factors that affect the self-efficacy of rural primary school mathematics teachers,interviews were conducted with five rural primary school mathematics teachers.On the basis of understanding the current situation of rural primary school mathematics teachers' self-efficacy,combined with interviews to analyze the reasons,this article conducts targeted research on improving rural primary school math teachers 'self-efficacy.This research is mainly divided into the following six parts.The first part is the introduction,which mainly discusses the research background,research purpose and significance,research ideas and methods,etc.The second part is a literature review.By reviewing and sorting out the research results on teachers' self-efficacy at home and abroad,the author found that there were relatively few research results on the self-efficacy of rural primary school math teachers.How to improve the self-efficacy of rural primary school mathematics teachers' sense is also a problem that needs to be solved urgently.The third part is based on the theoretical results of the predecessors,and summarizes the connotation of self-efficacy,teacher self-efficacy,elementary school mathematics teacher self-efficacy,and rural elementary school teachers.The fourth part is to carry out quantitative and qualitative investigations.It is to investigate the current situation of primary school mathematics teachers 'self-efficacy in Hengxian village.It is found that the overall level of self-efficacy of mathematics teachers in Hengxian rural primary schools is relatively high,and gender has an effect on teacher self-efficacy.There is no significant impact on teachers 'sense of self-efficacy,but teaching age,professional title,academic qualifications,professional attitude,and whether to teach only mathematics subjects have significant effects on teachers' self-efficacy.At the same time,the school principal's leadership style and task assignment will directly affect teachers ' self-efficacy.In addition,factors such as the status of teachers,welfare benefits,and insufficient mathematics curriculum resources in the society will also affect teachers ' self-efficacy.Additionally,because teachers' self-efficacy is subjective,teachers' personal factors will also affect teachers Self-efficacy,such as attribution methods,teaching experience,etc.The fifth part is the combination of questionnaires and interviews.This thesis proposes strategies for teachers to strengthen their educational beliefs,teachers accumulate successful teaching experience,schools optimize the teaching environment,and the government builds a social atmosphere of respecting teachers and teaching to improve the self-efficacy of rural primary school mathematics teachers.The sixth part is the conclusion,pointing the results and deficiencies of this research,as well as the research prospects of this article.