A Study On The Infuence Of Primary School Science Teachers' Professional Identity On Teaching Efficacy

In recent years,with the promulgation and implementation of the national "Compulsory Education Primary School Science Curriculum Standards" and the "National Science Literacy Action Plan(2021-2035)",elementary science education has become more and more important,and elementary science teachers are the inspiration for students' scientific interest.Moe is an important factor influencing the implementation effect of science courses.The economic development of Wenzhou City in Zhejiang Province has always been at the forefront of reform and innovation,and the demand for scientific and technological talents is increasing.At the same time,science education in basic education is attached great importance.The teacher's sense of teaching efficacy is the teacher's subjective perception of whether he can successfully complete a certain task or activity.It is an important factor affecting the change of teacher's behavior and reflects the quality of teaching to a certain extent.The professional identity of teachers can improve the sense of teaching efficacy,thereby improving the quality of teaching.This article conducted a questionnaire survey on 219 elementary school science teachers in A District,Wenzhou on their professional identity and teaching efficacy.Based on the basic situation of elementary science teachers,it investigated the overall professional identity and teaching efficacy of Wenzhou elementary science teachers;Then research and analyze the relationship between professional identity and teaching efficacy,and analyze the main factors that affect teaching efficacy from the perspective of professional identity.The results of this study are as follows:1.The science teachers of elementary schools in A District,Wenzhou City are showing a trend of being younger;the academic qualifications are mostly concentrated in the undergraduate degree;most of the majors studied are science education or have some connection with science education;and the distribution of teachers is mostly in urban schools,A small number of teachers are in rural and urban schools;there are obvious differences in the gender structure,and the number of female teachers is much larger than that of male teachers.2.The level of professional identity of science teachers in elementary schools in A District,Wenzhou City is relatively high,at the upper-middle level.3.The level of teaching efficacy of science teachers in elementary schools in A District,Wenzhou City is relatively high.4.There is a very significant positive correlation between the professional identity of science teachers in elementary schools in A District,Wenzhou City and the sense of teaching efficacy.5.Among the various dimensions of professional identity and various factors of teaching efficacy,professional belonging and professional behavior tendencies have a positive predictive effect on teaching efficacy.The presentation level of teaching materials has a positive predictive effect on professional identity.Teacher-student interaction has a positive effect on teaching efficacy.Occupational behavior tendency has a positive predictive effect.According to the results of the research,corresponding countermeasures and suggestions are put forward to provide a basis for strengthening the science teachers of Wenzhou elementary schools and improving the quality of science teaching in Wenzhou elementary schools.