An Empirical Study On Junior High School English Teachers’ Interactive Decision-making Competence In Post-epidemic Era

As an important part of teachers’ decision-making competence,teachers’ interactive decision-making competence refers to the ability to make rational and appropriate decisions in the classroom based on their actual interactions with students and their knowledge and beliefs to improve teaching effectiveness and promote student development.There is a lack of research on junior high school English teachers’ interactive decision-making competence in China,and the factors that influence teachers’ classroom decisions are gradually increasing with the arrival of the post-epidemic era.Therefore,the author distributes questionnaires to 170 junior high school English teachers in various cities and counties in Anhui Province.Classroom observations and interviews are also conducted with two junior high school English teachers in the urban areas of Hefei.Through the analysis of qualitative and quantitative data,an attempt is made to answer the following three questions:1.What’s the current situation of junior high school English teachers’ interactive decision-making competence in post-epidemic era?2.What are the major factors that influence junior high school English teachers’ interactive decision-making in post-epidemic era?3.How do these factors influence junior high school English teachers’ interactive decision-making?The results of the study are presented as follows:1.The junior high school English teachers who participated in this survey generally have good interactive decision-making competence in terms of interactive decision-making awareness,interactive decision-making concerns,and interactive decision-making in post-epidemic era.Moreover,the study also shows that female teachers have a stronger awareness of interactive decision-making than male teachers,and novice teachers have deficiencies in interactive decision-making awareness and concerns of interactive decision-making.2.The main factors influencing the interactive decision-making of junior high school English teachers come from both teachers and students,including teachers’ emotions,teachers’ knowledge,teachers’ beliefs,colleagues’ suggestions,students’ learning status,and students’ learning needs.Moreover,many other factors are highlighted in post-epidemic era,such as teachers’ ability to use new teaching equipment,students’ adaptation to new teaching equipment,and the “double reduction” policy.3.Teachers’ emotions make teachers’ decisions more affective and influence the teacher-student relationship.Teachers’ knowledge influences the quality of teacher decision-making.Teachers’ beliefs influence the orientation of decision-making.Colleagues’ suggestions inspire teachers’ interactive decision-making.Students’ learning status triggers teachers’ decision-making.In addition,teachers’ ability to use new teaching equipment,and students’ adaptation to new teaching equipment mainly influence the efficiency of teachers’ decision-making.And the “double reduction”policy influences teachers’ decisions to increase classroom exercise.Finally,the author makes recommendations for further improving junior high school English teachers’ interactive decision-making competence from the teacher and school perspectives based on the results of the research.