A Study On Self-Efficacy And Influencing Factors Of Classroom Management Of Guangxi Primary School General Subject Teachers

The Ministry of Education,together with the National Development and Reform Commission and the Ministry of Finance,issued the "Opinions on Deepening the Reform of Teacher Education"(2012),the implementation of which is to continue to deepen the reform of teacher education,promote teacher education on the road of connotative development,achieve the overall improvement of the quality of teacher education,establish a professional teacher team,point out that "different types of colleges and universities should combine the requirements of teacher training,optimize and innovate professional structures and accelerate the training of kindergarten and primary school teachers,such as secondary normal colleges and local comprehensive colleges",and "vigorously promote and popularize" 4+ 2"Middle school(secondary vocational school)teacher training model,establish a "scientific primary school and kindergarten teacher training model".In recent years,with the continuous entry of primary school general subject teachers,although the teaching staff of township primary schools has been greatly supplemented and the teaching level of township primary schools has been improved,the survey has found that the unreasonable age structure,structural lack of staff,and weak teaching management ability of primary school general subject teachers have hindered local development and education equity to a certain extent.Among them,the quality of classroom management greatly affects the quality of teaching,and there are problems in classroom management,in addition to the differences in students’ knowledge base and ability level,more is that teachers’ own professional ability and professional quality are uneven,unable to adapt to the development needs of students,affecting the overall quality of teaching.Teachers should pay attention to classroom management methods and skills,promote students’ better participation in classroom learning,and improve the overall quality of classroom teaching.In recent years,teachers’ self-efficacy has become a research hotspot in the field of education,and the investigation and research on the self-efficacy of classroom management of primary school general subject teachers can deepen the research on the influencing factors affecting the classroom management ability of primary school general subject teachers,and provide certain reference and reference for improving the classroom teaching quality of primary school general subject teachers.The results show that teachers’ persistence in classroom management activities and initiative in implementing classroom management strategies are affected by the self-efficacy of classroom management.Therefore,this paper conducts relevant research based on the self-efficacy of classroom management,takes primary school general subject teachers as the research object,analyzes and studies the practical strategies for cultivating classroom management self-efficacy,and hopes to guide primary school general subject teachers to effectively solve classroom management problems,so as to cultivate excellent primary school general subject teachers.This paper refers to the viewpoint content of Bandura self-efficacy theory,collects and sorts out theoretical research results and literature related to classroom management,carries out an operational definition of the information source of classroom management self-efficacy,designs and compiles a questionnaire survey in this paper,investigates and understands the changes in self-efficacy of primary school general subject teachers,distributes a questionnaire in Guangxi Zhuang Autonomous Region,and primary school general subject teachers in the area fill in the questionnaire,collect and obtain corresponding data and information,and carry out field interviews.This paper analyzes the information sources of self-efficacy of classroom management of primary school general subject teachers.Based on the interview results and questionnaire survey results,the research and discussion concluded that: First,the current self-efficacy of classroom management of primary school general subject teachers is at a good level,and the self-efficacy in formulating classroom management rules and classroom management self-efficacy classroom time tools of the main body is slightly higher than the self-efficacy of rational use of classroom management time.Second,there are significant differences in the self-efficacy of classroom management of primary school general subject teachers in terms of gender,teaching age,and school type.In terms of "age","professional title" and "teaching grade",there is no distinctiveness;The interaction effect between classroom management self-efficacy and overall classroom management self-efficacy of primary school general subject teachers in four dimensions is significant.Third,the factor analysis of teachers’ job satisfaction showed that job satisfaction was highly correlated with classroom management self-efficacy,and there was a significant correlation between classroom management self-efficacy in three dimensions:classroom management time,classroom management tools,and classroom management system.Combined with the survey results,it is found that the influencing factors of self-efficacy of classroom management of primary school general subject teachers can be summarized into three aspects.First,primary school general subject teachers face several difficulties in managing their time in the classroom;Second,the ability of primary school teachers to use classroom management tools needs to be improved;Third,there is too much difference between urban and rural working environments for primary school general subject teachers.According to the above three influencing factors,the following three suggestions for improvement are proposed: first,cooperate with the ability to improve classroom management time before and after employment;Second,keep up with the times and use classroom management tools;Third,narrow the gap between urban and rural areas,improve the working environment,and optimize the environment for educating people.