A Survey On The Current Situation Of English Teachers’ Self-efficacy In Rural Primary Schools

Teacher self-efficacy is a kind of inner psychological experience and feeling of teachers.The research on teachers’ self-efficacy began in the education report of RAND Corporation in the 1970 s.With the deepening of research,teachers’ self-efficacy has become a hot topic in pedagogy and psychology.In order to achieve educational equity and improve rural education,the state has issued a series of policies to improve rural teachers’ professional literacy.Teachers’ development cannot be separated from the improvement of teachers’ sense of self-efficacy.In 2018,the CPC Central Committee and The State Council proposed in the "Opinions on Comprehensively Deepening the Reform of Teacher Team Construction in the New Era" that "the spiritual and cultural life of rural teachers should be enriched and the growth pace of rural teachers should be accelerated".Subsequently,in 2020,the Ministry of Education emphasized in the Opinions on Strengthening the Construction of Rural Teachers in the New Era that "the construction of rural teachers must be placed in a strategic position of priority development".Thus,the country has given high attention to the construction of rural teachers.There is no doubt that the construction of a high-quality professional team of rural teachers not only needs the support of external policies,but also needs to stimulate the internal driving force of teachers.As teachers’ subjective judgment and feeling,self-efficacy is teachers’ perception and examination of their own teaching ability,which plays an important role in the construction of teachers’ team.At present,there are few researches on teachers’ self-efficacy in rural areas,and even fewer researches on rural primary School English teachers’ self-efficacy.Teachnolosy of 19 for this,this study select 56 of rural primary school English teachers as the research object,on the self-efficacy theory,ternary interaction theory,control theory and Tschannen-Moran’s new model theory as the foundation,USES the questionnaire survey and interview survey method,launched research on the following three aspects of content:(1)A study on the status quo of self-efficacy of English teachers in rural primary schools;(2)A study on the influencing factors of rural primary School English teachers’ self-efficacy;(3)Research on countermeasures to improve self-efficacy of English teachers in rural primary schools.The research conclusions are as follows:1.Self-efficacy of English teachers in rural primary schools is generally at an average level.Specifically,the efficacy of teaching strategies of English teachers in rural primary schools is at a high level,and the efficacy of classroom management and mobilizing students’ participation is at an average level.2.There are significant differences in the self-efficacy of teachers with different teaching ages,but there is no significant difference in the self-efficacy of teachers with different professional titles.3.The main reasons for the low level of efficacy of teaching strategies of English teachers in rural primary schools are the low professional quality of teachers,the weak teacher training in schools,the bad English learning habits of students and the general neglect of English subjects.4.The main reasons for the low level of efficacy of classroom management of English teachers in rural primary schools are the failure of teachers’ teaching concepts to keep pace with The Times,the relatively poor material environment of schools,parents’ neglect of their children’s education and the relatively low social status of rural teachers.5.Negative professional attitudes of teachers,weak school learning atmosphere,weak English foundation of students and parents’ educational concepts are the main reasons for the low level of efficacy of English teachers in rural primary schools in mobilizing students to participate.Based on the investigation and research on the status quo and influencing factors of rural primary school English teachers’ self-efficacy,combined with the teaching practice of rural primary school English teachers,this paper puts forward specific suggestions from three aspects: improving the efficacy of teaching strategies,improving the efficacy of classroom management,and improving the efficacy of mobilizing students’ participation.(1)In terms of improving the efficacy of teaching strategies,first of all,English teachers in rural primary schools should actively improve their professional literacy,accumulate English teaching experience,and improve their English teaching ability so as to enhance their efficacy of teaching strategies;Secondly,schools should provide appropriate teacher training to promote the professional development of teachers so as to improve the teaching strategy efficacy of rural primary School English teachers.Furthermore,teachers and parents should actively help students improve their learning willingness,develop their English learning habits and autonomous learning ability,so as to improve the teaching strategy efficacy of rural primary School English teachers.Finally,the public should pay more attention to English teachers and attach importance to the subject of English so as to improve the teaching strategy efficacy of English teachers in rural primary schools.(2)In terms of improving the efficacy of classroom management,first of all,English teachers in rural primary schools should update their educational concepts in time and pay attention to the effect of classroom material environment on students’ education,so as to improve their efficacy of classroom management;Secondly,schools should actively optimize the teaching environment to improve the classroom management efficiency of rural primary School English teachers;Furthermore,parents should pay attention to their children’s education and actively cooperate with teachers in order to improve the efficacy of classroom management of English teachers in rural primary schools.Finally,the country should enhance the professional reputation of rural teachers,make respect for teachers become the norm,so as to improve the classroom management efficiency of rural primary School English teachers.(3)In terms of improving the efficacy of mobilizing students’ participation,first of all,English teachers in rural primary schools should actively change their professional attitude and devote themselves to teaching with a positive attitude to improve their efficacy of mobilizing students’ participation;Secondly,schools should actively create an English learning atmosphere to improve the effectiveness of rural primary school English teachers in mobilizing students’ participation;Furthermore,parents should actively change their educational concepts and jointly promote the growth of students so as to enhance the effectiveness of rural primary school English teachers in mobilizing students’ participation.