A Study On The Correlation Between Junior High School English Teachers’ Self-efficacy,Autonomous Learning And English Teaching Achievements

Junior high school English teachers’ self-efficacy and autonomous learning not only have significant influence on their professional development,but also play a crucial role on elementary English education and even higher level English education.However,few studies at home and abroad focus on junior high school English teachers’ self-efficacy and autonomous learning,let alone the study on the relationship between junior high school English teachers’ self-efficacy,autonomous learning and their teaching achievements.In this study,147 junior high school English teachers from Yunnan province were selected as research subjects in order to investigate the status of their self-efficacy,autonomous learning and their teaching achievements and the correlation between them.Through questionnaire and interview survey,the following research questions are to be answered:1.What is the general situation of junior high school English teachers’ self-efficacy and autonomous learning?2.What is the correlation between junior high school English teachers’ self-efficacy and autonomous learning?3.What is the correlation between junior high school English teachers’ self-efficacy,autonomous learning and English teaching achievements?Through descriptive statistics,correlation analysis and linear regression by using SPSS 22.0,the findings are as follows:1.Junior high school English teachers have intermediate-high level of self-efficacy and intermediate level of autonomous learning.Their self-efficacy of classroom management and autonomous learning motivation are at high level.2.There is a significant positive correlation between self-efficacy and autonomous learning.The improvement of the junior English teachers’ autonomous learning ability helps to boost up their self-efficacy,and the boost of self-efficacy can promote their autonomous learning.3.The correlation between junior high school English teachers’ self-efficacy,autonomous learning and English teaching achievements are positively significant.However,English teachers’ self-efficacy of student engagement is at low level,and their autonomous learning is mostly passive learning.Based on the findings,in order to promote junior high school English teachers’ professional development,some suggestions are put forward,such as to enhance junior high school English teachers’ efficacy of student engagement,to improve the internal and external conditions for junior high school English teachers’ autonomous learning and to construct junior high school English teachers’ professional learning community.