民族地区高中英语教师自我效能感调查研究
发布时间：2020-11-17 23:53
教师自我效能感是一种内在的主观判断与感受,是教师对自身教学能力的感知与评价。它也是教师自主发展的重要内在动力机制及自主专业发展的关键因素。教师是教育成败的关键,作为教师发展的重要内驱力,教师自我效能感也成为教学中的关键。因此增强教师自我效能感的任务不能忽视。对教师自我效能感的研究,能帮助教师更好地了解自我,提高教师的教育能力,从根本上促进教师的专业化成长,进而提高教育质量。本研究以黔南地区8所高中163位英语教师为研究对象。采用问卷调查方法及半结构访谈的研究方法,共收集了163份有效问卷并对6位英语教师进行访谈,旨在调查分析民族地区高中英语教师自我效能感呈现的基本状况和相关问题。本研究主要研究:1.民族地区高中英语教师自我效能感的总体情况如何?2.民族地区高中英语教师自我效能感各维度之间的关系如何?3.民族地区高中教师自我效能感在不同发展阶段有何差异?4.影响教师自我效能感的因素有哪些?通过数据分析及访谈结果发现:1.民族地区高中英语教师自我效能感总体处在一个较高的水平,其中教学策略与技巧、课堂组织与管理、学生参与、情感态度与文化意识、教材处理、与学生交流六个维度均处于较高水平。2.民族地区高中英语教师自我效能感各维度之间存在显著正相关关系。其中英语教师的课堂组织和管理效能与学生参与效能相关系数最高,教学策略与技巧效能和与学生交流效能相关系数相对较低。3.民族地区高中英语教师自我效能感在不同教龄阶段有明显差异,教龄为11-15年经验型英语教师的自我效能感总体最高,而教龄为0-5年新手型英语教师的自我效能感最低。4.影响教师自我效能感的因素既有内部因素也有外部因素,比如:教学经验、身体健康情况、学生的反馈、学校的支持及新课程改革等。针对以上研究得出的结果,本文就提高教师自我效能感提出了相应的建议:强化教师自我发展意识;促进教师的自我评价与反思;构建英语教师学习共同体;强化学校的支持;建立合理的评价机制。
【学位单位】：黔南民族师范学院
【学位级别】：硕士
【学位年份】：2019
【中图分类】：G633.41
【文章目录】：
摘要
ABSTRACT
LIST OF ABBREVIATIONS
CHAPTER ONE INTRODUCTION
1.1 Research Background
1.1.1 Education Reform Tendency
1.1.2 Teachers’Education Development Tendency
1.1.3 The Importance of Teachers’Inner World in Teachers’Development
1.1.4 The Needs of Minority EFL Teachers’Development
1.2 Research Purposes
1.3 Significance of the Study
1.3.1 Theoretical Significance
1.3.2 Practical Significance
1.4 Operational Key Terms
1.4.1 Self-efficacy
1.4.2 Teachers’Self-efficacy
1.4.3 Teachers’Development Stages
1.4.4 Senior High School English Teachers
1.4.5 Ethnic Minority Areas
1.5 Summary
CHAPTER TWO LITERATURE REVIEW
2.1 The Foundation of Self-efficacy
2.2 The Conceptualization of Teachers’Self-efficacy
2.3 Research on Teachers’Self-efficacy at Abroad and Home
2.3.1 Research on Teachers’Self-efficacy at Abroad
2.3.2 Research on Teachers’Self-efficacy at Home
2.3.3 Researches on the Factors Influencing English Teachers’Self-efficacy
2.4 Research Gaps
2.5 Summary
CHAPTER THREE RESEARCH METHODOLOGY
3.1 Research Questions
3.2 Research Framework of the Study
3.3 Participants for Present Study
3.4 Data Collection Instruments
3.4.1 Questionnaires
3.4.2 Semi-structured Interview
3.5 Pilot Study and Reliability Assessment
3.5.1 Pilot Study
3.5.2 Final Study
3.6 Data Analysis
3.6.1 Descriptive Statistics
3.6.2 Pearson’s Correlation Analysis
3.6.3 One-way ANOVA
3.6.4 Thematic Analysis
3.7 Summary
CHAPTER FOUR RESULTS
4.1 Normal Distribution Test
4.2 English Teachers’Self-efficacy
4.2.1 Overall Level of English Teachers’Self-efficacy
4.2.2 EFL Teachers’Self-efficacy at Categorical Level
4.2.3 Instructional Strategies
4.2.4 Classroom Organization and Management
4.2.5 Students’Involvement
4.2.6 Affective Attitudes and Cultural Awareness
4.2.7 Dealing with Teaching Materials
4.2.8 Interaction between Teachers and Students
4.3 Correlations among Dimensions of English Teachers’Self-efficacy
4.4 The Differences in Teachers’Self-efficacy at Different Stages of Development
4.5 Analysis of Qualitative Data
4.5.1 Internal Factors
4.5.2 External Factors
4.6 Summary
CHAPTER FIVE DISSCUSSIONS
5.1 Level of English Teachers’Self-efficacy
5.2 Correlations among Dimensions of English Teachers’Self-efficacy
5.3 The Differences in Teachers’Self-efficacy at Different Stages of Development
5.4 Factors Affecting Teachers’Self-efficacy
5.5 Summary
CHAPTER SIX CONCLUSIONS,STRATEGIES AND RECOMMENDATIONS
6.1 Conclusion
6.1.1 Research Question One
6.1.2 Research Question Two
6.1.3 Research Question Three
6.1.4 Research Question Four
6.2 Strategies for Improving Teachers’Self-efficacy
6.2.1 Strengthening Teachers’Self-development Awareness
6.2.2 Promoting Teachers’Self-evaluation and Reflection
6.2.3 Constructing English Teacher Learning Community
6.2.4 Strengthening School’s Support
6.2.5 Establishing Reasonable Evaluation Mechanism
6.3 Limitations and Suggestions
6.4 Summary
REFERENCES
APPENDICES
APPENDIX 1
APPENDIX 2
APPENDIX 3
APPENDIX 4
ACKNOWLEDGEMENTS
【参考文献】
本文编号：2888073
【学位单位】：黔南民族师范学院
【学位级别】：硕士
【学位年份】：2019
【中图分类】：G633.41
【文章目录】：
摘要
ABSTRACT
LIST OF ABBREVIATIONS
CHAPTER ONE INTRODUCTION
1.1 Research Background
1.1.1 Education Reform Tendency
1.1.2 Teachers’Education Development Tendency
1.1.3 The Importance of Teachers’Inner World in Teachers’Development
1.1.4 The Needs of Minority EFL Teachers’Development
1.2 Research Purposes
1.3 Significance of the Study
1.3.1 Theoretical Significance
1.3.2 Practical Significance
1.4 Operational Key Terms
1.4.1 Self-efficacy
1.4.2 Teachers’Self-efficacy
1.4.3 Teachers’Development Stages
1.4.4 Senior High School English Teachers
1.4.5 Ethnic Minority Areas
1.5 Summary
CHAPTER TWO LITERATURE REVIEW
2.1 The Foundation of Self-efficacy
2.2 The Conceptualization of Teachers’Self-efficacy
2.3 Research on Teachers’Self-efficacy at Abroad and Home
2.3.1 Research on Teachers’Self-efficacy at Abroad
2.3.2 Research on Teachers’Self-efficacy at Home
2.3.3 Researches on the Factors Influencing English Teachers’Self-efficacy
2.4 Research Gaps
2.5 Summary
CHAPTER THREE RESEARCH METHODOLOGY
3.1 Research Questions
3.2 Research Framework of the Study
3.3 Participants for Present Study
3.4 Data Collection Instruments
3.4.1 Questionnaires
3.4.2 Semi-structured Interview
3.5 Pilot Study and Reliability Assessment
3.5.1 Pilot Study
3.5.2 Final Study
3.6 Data Analysis
3.6.1 Descriptive Statistics
3.6.2 Pearson’s Correlation Analysis
3.6.3 One-way ANOVA
3.6.4 Thematic Analysis
3.7 Summary
CHAPTER FOUR RESULTS
4.1 Normal Distribution Test
4.2 English Teachers’Self-efficacy
4.2.1 Overall Level of English Teachers’Self-efficacy
4.2.2 EFL Teachers’Self-efficacy at Categorical Level
4.2.3 Instructional Strategies
4.2.4 Classroom Organization and Management
4.2.5 Students’Involvement
4.2.6 Affective Attitudes and Cultural Awareness
4.2.7 Dealing with Teaching Materials
4.2.8 Interaction between Teachers and Students
4.3 Correlations among Dimensions of English Teachers’Self-efficacy
4.4 The Differences in Teachers’Self-efficacy at Different Stages of Development
4.5 Analysis of Qualitative Data
4.5.1 Internal Factors
4.5.2 External Factors
4.6 Summary
CHAPTER FIVE DISSCUSSIONS
5.1 Level of English Teachers’Self-efficacy
5.2 Correlations among Dimensions of English Teachers’Self-efficacy
5.3 The Differences in Teachers’Self-efficacy at Different Stages of Development
5.4 Factors Affecting Teachers’Self-efficacy
5.5 Summary
CHAPTER SIX CONCLUSIONS,STRATEGIES AND RECOMMENDATIONS
6.1 Conclusion
6.1.1 Research Question One
6.1.2 Research Question Two
6.1.3 Research Question Three
6.1.4 Research Question Four
6.2 Strategies for Improving Teachers’Self-efficacy
6.2.1 Strengthening Teachers’Self-development Awareness
6.2.2 Promoting Teachers’Self-evaluation and Reflection
6.2.3 Constructing English Teacher Learning Community
6.2.4 Strengthening School’s Support
6.2.5 Establishing Reasonable Evaluation Mechanism
6.3 Limitations and Suggestions
6.4 Summary
REFERENCES
APPENDICES
APPENDIX 1
APPENDIX 2
APPENDIX 3
APPENDIX 4
ACKNOWLEDGEMENTS
【参考文献】
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