Research In Middle-school Class Teachers’Management Reflection,Achievement Motivation And Social Support

Class teachers in primary and secondary schools are important strengths in students’education and teaching, backbones of students’ideological morals education, and bridges between students’parents and communities. They play the role of mentors in students’growth. The quality of their class management will influence students’ development in all aspects. No outstanding class teacher can keep reflection away, which is one of the essential factors leading one to success. Former researches in class teachers’management works were mainly focusing on management strategies and methods, which were mostly of descriptive and perceptive studies and were conducted in simple ways and factors, while less attention was paid to the issue of teachers’ management reflection. This research studies the internal relations among the class teachers’management reflection, the achievement motivation and the social support, and intermediated function of achievement motivation from the angle of educational psychology. This study aims to enrich our researches and, bring new thoughts into middle-school class teachers’management works, and even provide empirical basisto improve teachers’management abilities. This study finds:1. Self-compiled<Middle-school Class Teachers’Management Reflection> bears well reliability and validity and meets the requirements of psychometrics, which can be the measure tool.2. Middle-school class teachers’management reflection is divided into3dimensions, scoring from high to low are:the recognition of class management reflection>the content of class management reflection>the approach and method of class management reflection.3. There exits significant differences between Common middle-school class teachers and key middle-school class teachers on the three dimensions and total scores in class management reflection, the latter are higher than the former.4. In the content of Middle-school class teachers’management reflection, class teachers of11-20years’school score the highest, and ones of1-10years score the lowest.5. In the content of Middle-school class teachers’management reflection, class teachers with graduate degree score the highest, and ones with undergraduate degree score the lowest.6. In class management reflection’s total scores, contents and approaches and methods, key middle-school class teachers score higher than ones who are not in key schools’.7. Self-compiled<Middle-school Class Teachers’Management Reflection> bears well reliability and validity and meets the requirements of psychometrics, which can be the measure tool.8. The social support for middle-school class teachers is divided into3dimensions, scoring from high to low are:school support>colleague support>parents support.9. There exits significant differences between different genders of middle-school class teachers in colleague support and parents support,.Female ones are higher than male ones.10. There exits significant differences among different schools of middle-school class teachers in social support’s total scores and school support.Ones of key middle schools are higher than ones of common middle schools.11. In the colleague support, middle-school class teachers of1-10years’school age score the highest, and ones of11-20years’school age score the lowest.12. In the colleague support, school support and social support, class teachers with graduate degree score higher than ones with undergraduate degree.13. In the total scores of success pursuit and achievement motivation, there exits significant difference between male class teachers and female ones, the former scoring higher than the latter.14. In pursuit of success, class teachers with graduate degree score the highest and ones with undergraduate degree score the lowest. In achievement motivation, class teachers with graduate degree score the highest and ones with junior colleague degree score the lowest.15. Middle-school class teachers’management reflection’s3dimensions and total scores are of remarkable positive correlations with the total scores of success pursuit and achievement motivation, but the recognition of class management reflection is of remarkable negative correlations with failure avoidance.16. Middle-school class teachers’management reflection’s total scores is of remarkable positive correlations with social support、school support and colleague support,.17. Middle-school class teachers’achievement motivation acts as an intermediate between class management reflection and social support.