The Effect Of Primary And Secondary School Teachers’ Psychological Empowerment On Teaching Efficacy

Basic education is a foundation project to cultivate talents and improve the quality of the people.Primary and secondary school teachers play an important role in the basic education stage,and play an extremely important role.Their professional psychological state and teaching ability have always been concerned.The sense of teaching efficacy is an important factor that affects the professional psychological state of primary and secondary school teachers,which can directly affect their teaching behavior and the final teaching effect.Psychological empowerment plays an important role in the formation and development of teaching efficacy.Teachers can obtain psychological empowerment from different ways in their work.As a supplement of psychological resources,psychological empowerment helps to improve the level of teachers’ work motivation,so as to maintain their own good working status,affect their own evaluation of the profession,and ultimately affect the sense of teaching effectiveness.Teachers always experience emotional changes in the process of teaching,so teaching activities are emotional labor.Teachers constantly use deep acting and surface acting to adjust their emotions in the process of teaching.Different emotional adjustment strategies will affect teachers’ psychological state in class and after class.Based on this,this paper uses the method of questionnaire research to explore the impact of psychological empowerment of primary and secondary school teachers on teaching efficacy,and explores the mediating role of professional optimism in this process of influence and the regulatory role played by the deep layer,in order to reveal the internal mechanism of psychological empowerment’s impact on teaching efficacy.In this study,337 primary and secondary school teachers were selected as the research subjects,and the "Teachers’ Psychological empowerment Scale","Teaching Efficacy Scale","Career Optimism Scale" and "Emotional Labor Scale" were used as the measurement tools.Through descriptive statistical analysis,correlation analysis,regression analysis,intermediary effect test and regulatory effect test,and other data analysis methods,To explore the relationship between psychological empowerment and teaching efficacy of primary and secondary school teachers,and the role of professional optimism and deep play in it.The results of this study are as follows:1.Primary and secondary school teachers’ psychological empowerment,teaching efficacy and deep play have significant differences in teaching posts and work places,and professional optimism has significant differences in whether they are in editing and teaching posts.2.The psychological empowerment of primary and secondary school teachers can significantly and positively affect the sense of teaching efficacy,that is,with the improvement of teachers’ psychological empowerment,teachers’ sense of teaching efficacy will increase.3.Career optimism plays a significant intermediary role between psychological empowerment and teaching efficacy,indicating that the higher the psychological empowerment of primary and secondary school teachers,the higher the career optimism,the higher their teaching efficacy.4.Deep acting plays a regulatory role between psychological empowerment and career optimism.The results show that the impact of teachers’ psychological empowerment on career optimism will weaken with the improvement of deep acting.The above research results show that psychological empowerment can affect primary and secondary school teachers’ sense of teaching efficacy by influencing their organizational and professional optimism,and for primary and secondary school teachers with different deep roles,the impact of psychological empowerment is also different.Based on the research conclusion,this study believes that from the perspective of strengthening the psychological empowerment of primary and secondary school teachers,we can improve the sense of teaching efficacy of primary and secondary school teachers by improving the psychological empowerment to form their optimistic judgment on the future development of their career,and teaching managers should carry out different levels of psychological empowerment according to different situations in which teachers play a deep role.