Research On The Correlation Between English Teachers’ Professional Development And Self-efficacy Of Junior Middle School

Teachers’professional development(TPD) and teachers’self-efficacy(TS) influence and restrain each other. In recent years, researches on teachers’professional development and teachers’self-efficacy at home or abroad have become more and more popular. But the correlative study between these two aspects is still very rare. Based on the social environment of the junior middle school English teaching in China, this study firstly defines the definition of English teachers’professional development and teachers’self-efficacy and summarizes the related literature. Secondly, the paper analyzes the current situation of English teachers’professional development and self-efficacy, taking junior middle schools as the case. And compares effects that gender and teaching age makes on English teacher’s professional development and self-efficacy. Thirdly, on the basis of the above analyses, the study in-depth investigates the correlation between English teachers’ professional development and self-efficacy of junior middle schools. By questionnaire, it involves 170 English teachers in Xinyang city. Interviews are held with 16 teachers selected on the basis of teaching age and the collected data is processed by SPSS 19.0.Through data analysis and discussion, the study concludes:according to descriptive statistics, junior middle school English teachers’ professional development and self-efficacy in general are above the medium level (taken Liket’s Five-point Scale as the standard). The average score from low to high of each dimension of junior middle school English teachers’professional development is respectively professional knowledge, professional development consciousness, professional skills and teachers’moral cultivation. The developmental levels of these two dimensions that are professional skills and teachers’moral cultivation are slightly higher than that of professional knowledge and professional development consciousness. The average score from low to high of each dimension of junior middle school English teachers’ self-efficacy is respectively cultivation of students’attitudes and cultural awareness, class management, students engagement, evaluation on teaching effect, interaction with students, instructional strategies, use of textbook. While the efficacy of use of textbook, instructional strategies, interaction with students are slightly higher than that of cultivation of students’ attitudes and cultural awareness, class management, students engagement, evaluation on teaching effect. The analysis result of independent simple T-test indicates that there are no gender differences in English teachers’ profession development of junior middle school. And the analysis result of ANVOA demonstrates that there are significant years of teaching differences in English teachers’ self-efficacy of junior middle school. Junior middle school English teachers’ professional development has significant positive correlation with self-efficacy. This means that English teachers’ professional development and sense of self-efficacy promote each other.Based on the questionnaire survey of their professional awareness, the paper studies the situation, and puts forward some specific suggestions and ideas. The study aims at providing useful reference to promote junior middle school English teachers’ development. The limitation of the research lies in the fact that the author doesn’t do experimental verification on strategies provided for promoting junior middle school English teachers’ development.