The Research In Correlation Mongolian High School Chemistry Teachers Professional Commitment And Teacher Role Beliefs

This research studies the Mongolia chemistry teacher professional commitment and teacher role beliefs. Accompanied by the enrichment and development of universal education, educational theory and practice "to promote teachers’ professional development" has become a national education sector concern focus. Teacher specialization and the implementation of the new curriculum reform calls for teachers with good professional commitment, the role of cognitive, specific knowledge structure and self-development and other psychological basis. Analysis of the problem of pre-service teachers’ professional commitment, the existing problems and causes of the teachers’ role beliefs has become our primary research. Teachers’professional commitment and level of development of the role of faith is more essential.In this study, Meyer and Allen proposed three-dimensional structural model of occupational commitment continued commitment, affective commitment and normative commitment theory, Roth teachers self-efficacy theory as the basis,. In the Mongolian capital four state schools and two private schools,271high school chemistry teachers for the study, the use of literature analysis, questions, the main research:(1) The chemical status of teachers’ professional commitment;(2) The role of faith about chemistry teachers;(3) The level of commitment and chemistry teacher professional role of teacher’s beliefs relationship;(4) Research Strategies Mongolian teachers’ professional commitment levels.By studying the following conclusions:(1) The general level of professional commitment Mongolia chemistry, teacher professional development is uneven commitment of each component;(2) There are significant professional commitments difference in terms of grades, but there were no significant differences in gender, rural and urban, benefits and career Quxiang acceptable. Professional commitment inherent characteristics of different dimensions of group differences;(3) The role of teachers in Mongolia is on the middle level of belief, the role of teachers’beliefs ingredients uneven development;(4) the role of teachers’ beliefs in Mongolia there are significant differences in the overall grades, urban and rural, vocational and professional values one to fulfill the terms, there is no significant difference in gender and acceptable benefits. The role of faith in the inherent differences in the characteristics of populations of different dimensions Mongolian teachers’ professional commitment was significantly associated with teachers’ role beliefs. Enhance the efficacy of teachers is an important breakthrough in improving the level of pre-professional commitment of teachers.Based on the results obtained three suggestions:(1) Schools should pay attention to the teaching profession in Mongolia commitment and belief in the role of teachers in the status quo;(2) Schools should strengthen teachers’ professional values education in Mongolia;(3) School chemistry teacher should give prominence to Mongolia to enhance self-efficacy.