A Survey Of Teaching Efficacy Of Chinese Teachers In Chinese Schools In Northern Thailand

"Teaching efficacy" is a kind of self-judgment,which is a teacher’s subjective feeling of their own teaching ability,and also a kind of belief that teachers can affect students.This concept has been widely concerned by experts and scholars at home and abroad since it was put forward."Teaching efficacy" is the internal cause of teachers’ development,which will promote the smooth development of teaching work.Meanwhile,teachers’ behavior and attitude will also indirectly affect students’ learning and teaching quality.Teachers with a strong sense of teaching efficacy can solve various problems encountered in teaching more properly,which is conducive to establishing teaching confidence,while low sense of teaching efficacy will affect the teaching effect.At present,the academic circle pays more attention to how to improve teachers’ teaching efficacy,and the research results are becoming more and more abundant,which is of great significance to improve students’ learning effect and teachers’ career development.At present,the number of Chinese learners in Thailand ranks first in the world,and it is also the country with the largest number of volunteer Chinese teachers sent by the Center for Language Education and Cooperation(hereinafter called "CLEC").I was sent to teach Chinese in the Chinese School of Northern Thailand for three years,so I am quite familiar with the situation of Chinese teachers in this region.Therefore,Chinese teachers in Chinese schools in northern Thailand are selected as the research object,and combined with the academic focus,the teaching efficacy of teachers in the process of overseas Chinese teaching is investigated and studied,which is also the reason for the topic of this paper.By combing the relevant literature at home and abroad,this paper further elaborates the core concept and theory of teachers’ "teaching efficacy",which provides support for the following writing.Then,by combining questionnaire survey with in-depth interview,we conducted a survey on the current situation of teaching efficacy of Chinese teachers in Chinese schools in northern Thailand,and made a quantitative analysis on the overall level of teaching efficacy,the sub-level and difference of five dimensions,namely,teaching achievement,professional identity,teaching cognition,teaching control and teaching emotional experience.To explore the influence of individual teachers,schools and students on teachers’ teaching efficacy.Through the above research,we draw the following conclusions: the overall level of teaching efficacy of Chinese teachers in Chinese schools in northern Thailand is relatively high.Among the five dimensions,the highest level is the sense of teaching achievement,while the lowest level is the emotional experience of teaching.There are significant differences between them in the aspects of teacher gender,teaching age and Thai language level,but no significant differences in the aspects of teacher specialty and tenure.Finally,based on the survey results,we put forward optimization suggestions for the teaching effectiveness of Chinese teachers in Chinese schools in northern Thailand from the perspectives of teachers,the management system of Chinese schools,Center for Language Education and Cooperation,and Overseas Chinese Affairs Office of the State Council(hereinafter called "Overseas Chinese Affairs Office")and students,so as to improve the teaching effectiveness of Chinese teachers in Thailand.Meanwhile,It can also provide valuable reference for overseas teachers in other countries and regions.