Strategy Research On Improving The Effectiveness Of Primary And Secondary School Teachers

Education is the foundation of national revitalization and social progress, the basic wayto promote the all-round development of people.“The national medium and long-termeducation reform and education development program (2010-2020)” emphasized that Chinawill continue to give priority to the strategic position of education development. In the next10years, China will "provide more high quality education", which depends on formal schooleducation. In order to make the school education's results meeting the national and socialgoals, the research on school effectiveness and teacher effectiveness gradually becomeimportant research subject in today. Teachers are the important factors that affect studentachievement. Classroom factors bring to student achievement more than the school factors,so teachers have a decisive role in understanding and improving education. In recent years,more and more people pay close attention to teacher effectiveness, and it is the key to obtainhigh quality output of education teaching. Highly efficient and stable teachers is the premiseof improving the students' learning effects, which depends on promoting teachers' overallquality and optimize allocation of various factors such as teacher ability, behavior andself-efficacy. These all require a strong guarantee and support from system. Based on theproblem about how to improve the effectiveness of primary and secondary school teachers,this paper divides three parts to carry on the thorough analysis.The first part: theory construction. The theory construction of teacher effectiveness isthe basis of this research, and mainly includes two aspects. First, the paper differentiatesteacher effectiveness, effective teaching, teachers' competence and teacher efficacy andgives teacher effectiveness a more comprehensive, namely it is the energy utility containedin individual teacher or groups to the benefit of students' and teachers' development. It isenergy, also is an effect. Second, the paper analyses the main variables that contribute toteacher effectiveness and their relationships. Teacher effectiveness affected by variousfactors, including teachers' self factors from educators themselves?education object factorsfrom educates?policy, school and social factors from education environment. Mutualconstraint and relationship between these factors affects teachers' professional developmentand teaching quality.The second part: problem diagnosis. The teachers' team is facing many challenges, suchas unstable teachers' team, teachers' occupational tiredness, unsubstantial cooperationconsciousness, unqualified new teachers and so on, leading to low teacher's teachingperformance, teachers' professional ability and teachers self-efficacy. In order to improveeffectively the quality of teachers and construct stable teachers' team, it is necessary to make a thorough investigation to analyze the problems and causes about the low teachers'performance. From the investigation, we know the results that there are two factors in theimprovement of teacher effectiveness, namely the external factors and internal factors.External factors include national policy reform and school's management. Manymacroeconomic factors, such as national education development and reform, adjustment ofeducation policies and regulations, national support to teachers, impact teachers' teachingpractice. It should not be ignored. While schools are management institutions in transitbetween national policies and specific implementation of education practice, schools play animportant role for teachers' development. The school factors include teachers' managementsystem, quality evaluation system, organizational culture and communication platform.Internal factors come from the enhancement of teachers' own subjective consciousness,including active participation in the reform of school management and evaluation, teamcooperation and communication, professional development, the initiative promotion ofself-reflection ability. Improving teacher effectiveness not only need the teacher's owninsistence and endeavor, but also need more from institutional care and support.The third part: strategy analysis. Based on the above analysis of existing problems andreasons, we draw lessons from relevant policies of the United States, Britain and Japan in theprocess of improving teacher effectiveness, and put forward two aspects of strategies inteacher effectiveness improvement combining with the actual situation of our country. One isto improve related systems and platforms that contribute to increase teacher effectiveness,including the improvement of the teacher appointment system, the value promotion ofteacher education system, the improvement of teacher evaluation system and theconstruction of teachers' group collaboration platform. Second is to improve the teachers'own quality, mainly including the adjustment of the teachers' self awareness, theimprovement of the teachers' teaching performance, the ascension of teachers' self-efficacyand the improvement of teachers' self reflection ability and so on.