A Study On The Competence Of High School English Teachers

The continuous reform of senior high school English curriculum,the promulgation of educational policies and regulations,and the increasing material and cultural needs of the people all put forward higher requirements for teachers.The advent of the post-epidemic era has had a new impact on teachers’ teaching.The new era,new environment and new challenges have put forward new standards and requirements for the competence of senior high school English teachers.In this regard,teachers need to continuously improve their competency level,adapt to the new normal,set new standards and meet new requirements.By combing the relevant literature on teacher competence,this study identifies four first-level dimensions of senior high school English teachers’ competence: professional knowledge,professional skills,educational ability and personality traits.The connotation of the four first-level dimensions is deeply analyzed,and the second-level dimensions are constructed: subject knowledge,subject teaching knowledge,practical knowledge,basic teaching skills,digital skills,teaching research skills,basic education ability,situational education ability,exemplary education ability,incentive education ability,conscientiousness,extraversion,agreeableness and openness.The research framework of this study has been formed.Based on the competency framework of senior high school English teachers,this study compiles a questionnaire on the competency of senior high school English teachers and conducts a questionnaire survey on 261 senior high school English teachers in Hanzhong City.Using SPSS.21 to organize and analyze the questionnaire data.The research found that the overall competence level of senior high school English teachers in the four first-level dimensions of professional knowledge,professional skills,educational ability and personality traits is relatively high,but it also reflects the level of subject knowledge,digital skills,and teaching research in the second-level dimensions.The level of skills,openness and agreeableness is relatively lacking,and there still has room for further improvement.Quantitative data analysis combined with interviews conducted further interviews with14 high school English teachers from different high schools in Hanzhong City to understand the status quo of their competency levels and the factors that resulted in them.It was found that the factors that affect the competence of high school English teachers mainly focus on the teacher’s professional environment and teacher development There are two factors.Teachers’ professional environment factors include teachers’ training and teaching research,incentive mechanisms and measures,and career growth paths.Teacher development factors include teaching and other task pressure,teacher belief and professional identity,self-learning awareness and methods,teaching evaluation and reflection.Aiming at the factors that affect the competence of senior high school English teachers,this study puts forward some strategies and suggestions to improve the competence of teachers in English education from two aspects: creating a good professional environment for teachers and making active efforts.First of all,at the school level,we should strengthen the humanistic care for teachers,organize more English training and teaching and research activities based on the actual needs of teachers,build a diversified teaching-learning-research community platform for teachers,establish a practical incentive mechanism,and form a good professional environment for teachers.Secondly,at the personal level,teachers take the initiative to charge learning and strengthen professional knowledge;Actively explore various methods to improve teaching skills,especially digital teaching skills;Implement teaching reflection and improve teaching research ability;Urge oneself to grow;Strengthen self-regulation and improve teachers’ professional happiness.