The Status And Relationship Between The Social Support And Teaching Effectiveness Of Female PE Teachers In Tianiin’s Universities

To improve the teaching effectiveness of female PE teachers in colleges and universities, it is need to enhance the level of teachers’ professional commitment, alleviate work family conflict and job burnout, while social support is a critical variable to alleviate this contradiction. This study mainly discusses the relationship between social support and self-efficacy in teaching of the female PE teachers in colleges and universities in Tianjin. By the methods of literature reviewing, questionnaire survey, mathematical statistics, it is found that:(1) Female PE teachers in Tianjin’s colleges and universities have good sources of social support.The female PE teachers in colleges and universities belongs to the upper middle class level in the overall social support, school administration, fellow colleagues, family members, and students, while in the four different aspects of social support, support by relatives and friends get the most.(2) Female PE teachers in Tianjin’s colleges and universities have good teaching effectiveness.The female PE teachers in colleges and universities belong to the upper level in the whole teaching efficiency, teachers’ self-efficacy beliefs, present teaching materials, teaching strategies, classroom management, learning atmosphere and teaching evaluation level, in all six aspects, teaching evaluation is on the best.(3) There are differences on social support, teaching effectiveness female PE teachers in Tianjin’s colleges and universities with different background variables.In terms of social support: age, under the age of 30, 31-40 and 41 to 50 years old teacher in 51 years of age or older teachers in support of our fellow colleagues. In terms of position, the teacher in the whole society and administrative support, school administration, and high class student support, full-time teachers is low.In terms of teaching effectiveness: age, aged 51 teacher in the whole teaching efficiency, teachers’ self-efficacy beliefs, present teaching materials, teaching strategies, classroom management, teaching evaluation on the best, poor performanceunder 30 teachers. In terms of teaching years, at 21 years of teacher in the whole teaching efficiency, teachers’ self-efficacy beliefs, best present teaching materials, class management, less than 5 years teaching teachers’ performance is poorer, and 6-10 years. In terms of position, full-time teachers in superior to and coaching duties on teachers and teaching material.(4) Female PE teachers in Tianjin’s colleges and universities with different social support have obvious differences in teaching effectiveness, in teaching effectiveness and the whole aspects, teachers with the high social support are higher than and low social support teachers.