| Education in counties and districts governs education in the whole country.Strengthening the construction of the teacher team in county-level ordinary high schools is a strategic requirement for high-quality education development and rural revitalization in the new era.As the essential driving force for the development of education in the county,the professional ability of teachers in county-level ordinary high schools directly affects the quality of education in the county.Teachers in county-level ordinary high schools have their unique action situations,organizational support,and self-efficacy construction.The impact of externally controlled knowledge on their professional development is limited.Teachers need knowledge that can be embedded in daily educational activities to improve practice and adapt to needs,especially practical knowledge that can be shared within the community of teachers within the school.Based on the theory of knowledge creation,the theory of teachers’ professional learning community,and the theory of social cognition,this study combines quantitative and qualitative methods to explore the influencing factors and mechanisms of practical knowledge of teachers in county-level high schools from the aspects of teachers’ group level,public dimension of knowledge,and uniqueness in the county.By referring to the maturity scale at home and abroad,the Teacher Self-Efficacy Scale,Teacher Knowledge Sharing Scale,and Teacher Practical Knowledge scale were revised and used,and the Teacher School-Based Teaching and Research Participation t scale was created.A questionnaire survey was conducted on 378 teachers from 9 schools,and SPSS 23.0 and MPLUS 7.0 software were used to conduct descriptive analysis to understand the levels of the four research variables of selected high school teachers in the county.Differential analysis was used to clarify the significant differences of background variables on research variables,and correlation analysis was used to explore the correlations among the research variables.Structural equation modeling and Bootstrap method were used to clarify the chain-mediated effect of teacher self-efficacy and teacher knowledge sharing.The study found that:(1)the cognitive level of practical knowledge among teachers in county-level ordinary high school areas needs to be improved;(2)The school-based teaching and research participation,self-efficacy,knowledge sharing and practical knowledge level of teachers in the county-level ordinary high school are all at the aboveaverage level;(3)There are significant differences in the practical knowledge of countylevel ordinary high school teachers in background variables such as teaching age,professional title,educational background,and whether they have served as teaching and research team leaders;(4)The practical knowledge development of teachers in countylevel ordinary high school has multiple mediation mechanisms with teachers’ schoolbased teaching and research participation as the independent variable,teacher knowledge sharing and teachers’ self-efficacy as the mediator.Based on the results of quantitative research,8 teachers were selected for interviews to cross-validate the findings.The development of practical knowledge among county-level ordinary high school teachers is externally supported by participation in school-based research,internally driven by self-efficacy,and facilitated by knowledge sharing as an interactive bridge.Based on empirical results,suggestions for promoting the professional development of county-level teachers are proposed from four aspects: improving the management mechanism of practical knowledge,optimizing the internal control of school-based research activities,emphasizing the construction of unique organizational culture,and increasing external policy resource allocation.Further optimization studies can be conducted in improving sample representativeness,selecting more influential factors,and designing research methods. |
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