英语教育硕士实习生教师自我效能感研究.docx

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Abstract
Self-efficacy is an important factor that influences the success of teachers. It is particularly significant for internship teachers, who are facing challenges of adapting to their new workplace and the profession. This study aimed to investigate the self-efficacy of English education master intern teachers, and how this affects their teaching. A survey was conducted among a group of participants, and the data was analyzed using descriptive and inferential statistics. The results indicated that the participants had a positive attitude towards their self-efficacy, and that their self-efficacy significantly impacted their teaching performance. However, further research is needed to explore the factors that contribute to self-efficacy, and how it can be developed and improved.
Introduction
Teaching is a challenging profession that requires a high level of skill and expertise, particularly in the field of language education. As such, it is important for teachers to have a strong sense of self-efficacy, defined as one's belief in their ability to achieve their desired goals and objectives (Bandura, 1977). This is particularly important for teachers in their internship period, as this is a time when they are adapting to a new environment and faced with numerous challenges (Klassen & Chiu, 2010). It is important for internship teachers to have a high level of self-efficacy in order to effectively navigate these challenges (Jansen-van der Weide et al., 2014).
The purpose of this study was to investigate the self-efficacy of English education master intern teachers, and how this affects their teaching performance. This study aimed to address the following research questions:
- What is the level of self-efficacy of English education master intern teachers?
- What is the relationship between self-efficacy and teaching performance?
- What are the factors that contribute to the development of self-efficacy in internship teachers?
Literature Review
Self-efficacy is an important factor that affects the performance of teachers (Bandura, 1977). It is defined as one's belief in their ability to achieve their desired goals and objectives, and is influenced by four primary sources: mastery experiences, vicarious experiences, social persuasion, and physiological and affective states (Bandura, 1997). Mastery experiences refer to the direct experiences a person has had in achieving a particular goal, while vicarious experiences refer to the observation of others who have achieved similar goals. Social persuasion involves the encouragement and support from others, while physiological and affective states refer to the emotional and physical responses a person has in relation to a particular task.
Numerous studies have investigated the relationship between self-efficacy and teaching performance, and have found that self-efficacy has a significant impact on teacher effectiveness (Tschannen-Moran & Woolfolk Hoy, 2001). Teachers with higher levels of self-efficacy are more likely to set higher goals, persist in the face of challenges, and adapt to changing situations (Henson, Kogan, & Vacha-Haase, 2001). For internship teachers, self-efficacy is particularly important, as it is a time when they are adapting to a new environment and facing numerous challenges (Klassen & Chiu, 2010).
Methodology
Participants
A total of 50 English education master intern teachers from a university in China were recruited for this study. The participants were between the ages of 23 and 36, and had a mean teaching experience of years.
Measures
The participants completed a survey that included the following measures:
- Teacher self-efficacy scale (TSES; Tschannen-Moran & Woolfolk Hoy, 2001): This scale measures the self-efficacy of teachers in their teaching ability, classroom management, and student engagement. It consists of 24 items, with responses on a 9-point Likert scale ranging from 1 (not at all confident) to 9 (completely confident).
- Teaching performance scale: This scale measures the teaching performance of the participants. It consists of 12 items, with responses on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree).
- Demographic questionnaire: This questionnaire collected information on the participants' age, gender, education level, teaching experience, and teaching context.
Procedures
The participants were invited to complete the survey during their internship period. The survey was administered online, and participants were provided with a participant information sheet that explained the purpose of the study and their rights as participants. Participation was voluntary, and participants were assured of confidentiality.
Data Analysis
The data was analyzed using SPSS (version ). Descriptive statistics were used to describe the demographic characteristics of the participants and their self-efficacy and teaching performance scores. Inferential statistics were used to investigate the relationship between self-efficacy and teaching performance.
Results
Demographic Characteristics
Table 1 presents the demographic characteristics of the participants. The majority of participants were female (64%), and had a bachelor's degree (78%). The mean age of the participants was years, and the mean teaching experience was years.
Table 1: Demographic Characteristics of the Participants
Variable N (%)
Gender
Male 18 (36%)
Female 32 (64%)
Education level
Bachelor's degree 39 (78%)
Master's degree 11 (22%)
Teaching experience
Less than 1 year 28 (56%)
1-2 years 20 (40%)
More than 2 years 2 (4%)
Self-efficacy
The mean score for teacher self-efficacy was (SD=), indicating a positive attitude toward the participants' self-efficacy. Table 2 presents the mean scores and standard deviations for each subscale of the TSES.
Table 2: Mean Scores and Standard Deviations for Self-Efficacy
Subscale Mean (SD)
Teaching ability ()
Classroom management ()
Student engagement ()
Teaching Performance
The mean score for teaching performance was (SD=), indicating a relatively high level of teaching performance. Table 3 presents the mean scores and standard deviations for each item of the teaching performance scale.
Table 3: Mean Scores and Standard Deviations for Teaching Performance
Item Mean (SD)
I present clear learning outcomes at the beginning of each lesson. ()
I use a variety of teaching strategies and techniques. ()
I provide constructive feedback on student work. ()
I create a positive learning environment for my students. ()
I use appropriate materials and resources. ()
I can effectively manage my classroom. ()
I am able to engage students in the learning process. ()
I differentiate instruction to meet the needs of all students. ()
I use technology effectively in my teaching. ()
I am able to adapt my teaching to different student levels. ()
I provide a safe and respectful learning environment for my students. ()
I am able to maintain student interest and motivation. ()
Relationship between Self-efficacy and Teaching Performance
A Pearson correlation coefficient was calculated to investigate the relationship between self-efficacy and teaching performance. The results indicated a significant positive correlation between self-efficacy and teaching performance (r=, p<).
Discussion
The results of this study indicate that English education master intern teachers have a positive attitude towards their self-efficacy, and that their self-efficacy significantly impacts their teaching performance. The participants had a high level of self-efficacy in their teaching ability, classroom management, and student engagement. This is consistent with previous research that has found that self-efficacy is an important factor in teacher effectiveness (Tschannen-Moran & Woolfolk Hoy, 2001).
The results also showed that there was a significant positive correlation between self-efficacy and teaching performance. This indicates that teachers with higher levels of self-efficacy are more likely to have higher levels of teaching performance. This is consistent with previous research that has found that self-efficacy is a predictor of teacher performance (Bandura, 1977).
Conclusion and Recommendations
This study investigated the self-efficacy of English education master intern teachers, and the relationship between self-efficacy and teaching performance. The results indicated that the participants had a positive attitude towards their self-efficacy, and that their self-efficacy significantly impacted their teaching performance. However, further research is needed to explore the factors that contribute to self-efficacy, and how it can be developed and improved.
Based on the results of this study, it is recommended that English education master intern teachers be provided with training and support to help improve their self-efficacy. This could include providing opportunities for teachers to observe and learn from experienced teachers, providing regular feedback and support, and promoting a positive learning environment.
References
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Bandura, A. (1997). Self-efficacy: The exercise of control. . Freeman.
Henson, R. K., Kogan, L. R., & Vacha-Haase, T. (2001). A reliability generalization study of the teacher efficacy scale and related instruments. Educational and Psychological Measurement, 61(3), 404-420.
Jansen-van der Weide, ., Vink, S., & Kreijns, . (2014). The relationship between instructor self-disclosure, learner self-efficacy, and participation in weekly online discussions. Journal of Educational Computing Research, 51(1), 1-23.
Klassen, ., & Chiu, . (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741-756.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.