Research Of Middle And Primary School Class Teachers’Teaching—efficacy Sense

Nowadays, with the developing and updating of knowledge, social development becomes faster. The inheritance and innovation of knowledge cannot without the education. School education is the main pattern in modern education. Head teacher is the key figure in a class, they are educators, supervisor, organizer of the class, and they also can be a coordinator among social, family, students and other aspects.Teachers’belief is a major aspect of teacher quality. Teaching efficacy is an important part of teachers’ belief. Self-efficacy puts forward by Bandura, is a kind of faith in the self-ability. According the faith, they can organize and execute a task, complete it and evaluate what level they will get in. During1976and1977, Armor and Berman introduced the concept into psychology, after introduced it into education category.This study basis on the literature research and questionnaire survey, using teachers’teaching efficacy scale which compiled by Beijing Normal University Institute of developmental psychology, which explore the status quo of the class teacher’ teaching self-efficacy. Individual interview was carried out on one part of the head teachers, and propound the corresponding method for the teaching self-efficacy. The study is aimed at making a model to enhance head teachers’skills, maintain their mental health, and improve the teaching efficiency.The results:(1)The head teacher’s teaching self-efficacy is significantly higher than the teachers who don’t worked as head teacher. The difference between the head teachers is not significant. Back-testing showed that the teacher who has16years working experience as a class teacher, the teacher’s teaching self-efficacy is higher than other teachers. In the meantime, his teaching self-efficacy is significantly higher than the teachers who have1—5year’s experiences or11-15years of experiences as a class teacher.(2) Individual teaching efficacy is significantly higher than the general teaching self-efficacy between class teacher and ordinary teacher.(3)The general teaching self-efficacy and TES’scores show significant differences in0.001and0.05respectively level among teachers’who have different seniorities.(4)Teaching efficacy is significantly different on school category, seniority, age, subjects among class teachers.(5) On the general teaching efficacy, school type and teachers’age have a significant impact; gender, subject and educational background have no significant effect on teachers teaching self-efficacy.According to the research, put forward the following suggestions:(1) To strengthen the training of teachers, intensify teachers’social support, improve teachers’social status, more attention and input to protect the teachers’physical and mental health, construction of head teachers exchange and cooperation platform.(2) School should improve some regulations and head teachers and the other teachers should be allowed to join in the school management. The teachers’health and developments should be concerned by the school. Form a harmonious atmosphere in order to enhance teachers’collective teaching efficacy.(3)The head teachers have to strengthen physical exercise and psychological adjustment consciousness; pay attention to the establishment and maintenance of teacher’s teaching self-efficacy; learn how to attribute properly.