A Study Of Teacher's Teaching-Efficacy Sense In High School New Curriculum Reform

The high school new curriculum reform explained curriculum system, teachers'roles, teaching methods and studying methods with new concept. The new transform challenges high school teachers'teaching-efficacy sense. In real education practice, teachers who has adapted well to the new concept, new teaching methods and new evaluation will experience a lot. In this process teachers'teaching-efficacy sense will fluctuate. Teachers'teaching-efficacy sense affects teachers'teaching go-aheadism and enthusiasm. At the same time it affects the degree of teachers'attention and devotion to teaching as well as the persisting when they meet difficulty. Thereby teachers'teaching-efficacy sense influences the advance of high school new curriculum reform. Owing to this background this study pays attention to the change of teachers'teaching-efficacy sense in high school new curriculum reform. This study uses the methods of literature and questionnaire synthetically. On base of plentiful material this study investigates 250 teachers who take part in high school new curriculum reform with the questionnaire that made by myself. These teachers belong to 14 schools of 7 cities in Liaoning province. After investigation this study statistics and analyses the data with SPSS (12.0). Through the investigation and the analysis on theories this study finds: (1) At the initial stage of high school new curriculum reform teachers'teaching-efficacy sense changes a lot and the change is apperceived by the teachers; (2) At the initial stage of high school new curriculum reform teachers'general teaching efficacy sense is high and personal teaching efficacy sense is low, teachers'confidence on education contrasts with the confidence on personal ability; (3) At the initial stage of high school new curriculum reform teachers'tropism of teaching attribution is positive. Teachers attribute success to inter reasons such as competence and hard work but they attribute failure to exterior reasons such as student and material. Combining with the practice this study analyses the main factors that affect teachers'teaching-efficacy sense in high school new curriculum reform from three aspects that is individual, school and society. Through investigation on practice and analysis with Bandura's self-efficacy theory and theories about the stages of teachers'specialty development This study finds eight factors that is sex, teaching age, school condition, human relations in school, school ethos, social class of teacher, teacher evaluation system, available social resource affect high school teachers'teaching-efficacy sense. On base of investigation and analysis this study gives systemic countermeasures and suggestions to improve teachers'teaching efficacy in high school new curriculum reform. We hope it can help to improve teachers'enthusiasm in high school new curriculum reform and advance teachers'teaching-efficacy sense.