A Survey On The Self-efficacy Of Teachers Of Chinese As A Foreign Language In The Online Teaching Environment

Teacher self-efficacy is an important component of teacher career development and teacher psychology research.It is an important component of teachers’ internal beliefs about themselves and has a significant impact on,for example,their teaching behavior and effectiveness.Research has shown that the stronger a teacher’s self-efficacy,the more positive their teaching behavior and the more effective they are.In turn,successful teaching outcomes and teaching experiences have a positive impact on teachers’ self-efficacy,leading to further increases in self-efficacy,creating an upward and downward spiral.Due to global public health emergencies,international Chinese language education in China and abroad nowadays mainly chooses the Internet teaching method.Internet Chinese language education is very different from traditional offline Chinese language education,and teachers are faced with some completely new teaching issues,which can have an impact on their self-efficacy.This paper investigates the self-efficacy of Chinese language teachers in the Internet teaching environment over a semester;examines whether the level of self-efficacy of Chinese language teachers in the Internet teaching environment changes and varies within a semester;and identifies factors that affect the self-efficacy of Chinese language teachers in the Internet teaching environment.The data were collected through the Self-Efficacy Scale for Teachers of Chinese as a Foreign Language in the Internet Teaching Environment,and the qualitative data were collected through interviews.The average self-efficacy level of the teachers was the highest in the dimension of control of teaching,with both the pre-test and the post-test scoring above4,which was at the medium-high level of effectiveness,while the lowest average level of effectiveness was the experience and emotion of teaching,with the pre-test scoring3.95 and the post-test scoring 4.12.(P < 0.05);3)the effect of current status on the teaching experience and emotion dimension of the self-efficacy of Chinese teachers in the pre-test survey reached a significant difference(P < 0.05),and the effect of teaching experience on the control of teaching and the teaching experience and emotion dimension of the self-efficacy of Chinese teachers in the post-test survey reached a significant difference(P < 0.05).The study shows that: 1)the self-efficacy of Chinese language teachers in the online teaching environment changes dynamically within one semester;2)the differences between the pre-test and post-test of Chinese language teachers’ self-efficacy in the online teaching environment are mainly reflected in the personal efficacy dimensions of control over the teaching process and identification with one’s own ability and teaching style;3)the factors affecting Chinese language teachers’ self-efficacy in the online teaching environment are not a single factor.(3)The factors that influence the self-efficacy of Chinese teachers in the online teaching environment are not single factors,but rather the interaction of multiple factors.