1、单位代码 10445学 号 2008030202分 类 号 H319.3研究生类别 教育硕士硕士学位论文论文题目 A Study on Teacher Efficacy of RuralPrimary School English Teachers in Qingdao青岛市农村小学英语教师教师效能研究学科专业名称申请人姓名学科教学（英语）朱应凯指 导 教 师 李 敏 教授论文提交时间 2012 年 3 月 12 日独 创 声 明本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的研究成果。据我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果，
2、也不包含为获得 （注：如没有其他需要特别声明的，本栏可空）或其他教育机构的学位或证书使用过的材料。与我一同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明并表示谢意。学位论文作者签名： 导师签字：学位论文版权使用授权书本学位论文作者完全了解 学校 有关保留、使用学位论文的规定，有权保留并向国家有关部门或机构送交论文的复印件和磁盘，允许论文被查阅和借阅。本人授权 学校 可以将学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存、汇编学位论文。（保密的学位论文在解密后适用本授权书）学位论文作者签名： 导师签字：签字日期 2012 年 月 日 签字日期 2
3、012 年 月 日山东师范大学教育硕士学位论文CONTENTSAbstract . I摘 要 IIIIntroduction 1Chapter 1 Literature Review 41.1 Correlative Study on Teacher Efficacy Aboard . 41.1.1 Studies Based on Rotters Locus of Control Theory . 41.1.2 Studies Based on Banduras Social Cognitive Theory 61.2 Correlative Studies on Teacher Effic
4、acy at Home. 11Chapter 2 Theoretical Foundations of Teacher Efficacy 162.1 Origin of the Teacher Efficacy and Correlative Concepts. 162.2 Measurement of Teacher Efficacy . 18Chapter 3 Methodology 233.1 Objectives 233.2 Instruments 233.2.1 Questionnaire 233.2.2 Interview 243.3 Samples . 243.4 Data Co
5、llection 25Chapter 4 Data Analysis and Discussion 264.1 Data Analysis of the Questionnaire . 264.1.1 General Characteristics of Current Teacher Efficacy of Rural Primary SchoolEnglish Teachers in Qingdao 264.1.2 Teacher Efficacy in relation to Gender Difference 294. 1.3 Teacher Efficacy in relation
6、to Age Difference 304. 1.4 Teacher Efficacy in relation to Teaching Age 324. 1.5 Teacher Efficacy in relation to Education Background 334.1. 6 Teacher Efficacy in relation to Professional Titles . 354.2 The Results of the Interview . 36山东师范大学教育硕士学位论文4.2.1 Samples . 364.2.2 Self-Evaluation on Teachin
7、g . 37Chapter 5 Implications . 415.1 Implications for Educational Practices 415.1.1 Implications for Administrators 415.1.2 Implications for Schools 425.1.3 Implications for Teachers 435.2 Directions for Future Studies of Teacher Efficacy in China . 43Conclusion 46Bibliography . 48Appendix：Teacher E
8、fficacy Scale . 53Acknowledgements 55Publications 56山东师范大学教育硕士学位论文AbstractStarting from September, 2003, students from Grade 3 of rural primary schools inQindao began to take English lessons. As a result the number of rural primary school Englishteachers has been on a rapid increase. Therefore, it i
9、s necessary to make a deep study onteacher efficacy（TE ）of rural primary school English teachers in Qingdao. This study aims tothrow light on the current status of the teacher efficacy and the factors that influence it,providing the basis both for the primary school English teachers training and for
10、 the study ofteacher development for the local administrative departments.This thesis first gives a literature review of teacher efficacy and defines the concept ofteacher efficacy. Teacher efficacy can be defined as teachers beliefs in their abilities toorganize and execute courses of action necess
11、ary to bring about desired results. It includespersonal teaching efficacy (PTE) and general teaching efficacy (GTE). It is an important partof foreign language educational psychology and a key factor which influences the behavior ofteaching. Two instruments were used in the present study, namely, qu
12、estionnaire andinterview. The questionnaire is Teacher Efficacy Scale (TES), in which 197 rural primaryschool English teachers in Qingdao participate. The interview consists of 6 questions, whichis used as a subsidiary research tool of the study. The thesis analyzes the relationship betweenteacher e
13、fficacy and gender, age, teaching age, educational background, and professional title.There are some significant conclusions as follows:1. Teacher efficacy of rural primary school English teachers in Qingdao is at a middlelevel.2. Female English teachers in rural primary schools in Qingdao have high
14、er teacherefficacy than male teachers.3. Teacher efficacy of rural primary school English teachers in Qingdao increases stablywith age, reaches the peak during 41-50, and then begins to decline.4. Teacher efficacy of rural primary school English teachers in Qingdao changes into acurve as the teachin
15、g age increases.I山东师范大学教育硕士学位论文5Teacher efficacy of English teachers in rural primary schools in Qingdao withuniversity degree (including junior college degree, university degree) is remarkably higherthan that of teachers with secondary normal school degree.6. Professional title has not significant
16、effect on teacher efficacy of rural primary schoolEnglish teachers.Finally, based on the research result, the thesis puts forward the strategy of how to raisethe teacher efficacy of rural primary school English teachers in Qingdao.Key words：rural primary school English teachers; teacher efficacy; in
17、fluential factorsII山东师范大学教育硕士学位论文摘 要从 2003 年 9 月份开始，青岛市的农村小学三年级起开设英语课。因此随着农村小学英语教师队伍迅速壮大，有必要对其教师效能的现状进行深入的调查和研究。本研究旨在了解当前青岛市农村小学英语教师教师效能的特点和其影响因素，从而为小学英语教师的培养工作提供一定的教学依据。同时也可就教师的发展问题为当地的教育行政部门和学校提供进一步的研究依据。本文首先对教师效能的研究进行了综述，明确了教师效能的概念和构成。指出教师效能就是指教师对其个体成功地组织和实施达成特定目标所需行为过程的能力的判断。它包括教师个人教学效能和一般教学效能，是
18、英语教育心理学的一个重要组成部分，也是影响教师教学行为的一个关键因素。本研究采用调查问卷法和访谈法两种研究方式。调查问卷以“ 教师效能量表 “为测量工具，青岛市农村小学的 197 名英语教师参加了测试。访谈作为辅助研究工具，由 6 个问题组成。本研究对青岛市农村小学英语教师的教师效能进行调查研究，分析了性别、年龄、教龄、学历和职称等因素和教师效能的关系。结果表明:1青岛市农村小学英语教师的教师效能总体水平中等。2青岛市农村小学女英语教师的教师效能比男教师的教师效能水平高。3. 青岛市农村小学英语教师的教师效能随年龄而稳定上升，在 41-50 岁期间，发展到顶峰，其后出现下降趋势。4青岛市农村小
19、学英语教师教学效能随教龄的增长呈曲线变化。5青岛市农村小学英语教师中具有大学学历(包括专科、本科)的教师，其教师效能显著高于中师学历的教师。6. 青岛市农村小学英语教师教师效能受职称的影响不明显。最后论文还根据调查研究得出的结论提出了提高青岛市农村小学英语教师的教师效能的策略。关键词：农村小学英语教师 教师效能 影响因素III山东师范大学教育硕士学位论文IntroductionFor a country in times of knowledge economy, the quality of a national will be the keyrole in determining its
20、competitiveness around the world, and human resources withinnovative spirit and capacities would be the most valuable power for the thriving andflourishing of a nation. The cultivation and development of innovative spirit mainly dependon education, especially basic education, and teachers play a key
21、 role in school education.Thats because with the ever deepening educational reforms around the world andaccumulation of experiences, the role of teachers is recognized as more and more important.Without full employment of teachers wisdom, the educational reform couldnt be reallysuccessful. Teachers
22、are key actors for reforming. Studying the components of teacher qualityand searching for the way to improve teacher quality are the key elements in successfullyimplementing the new curriculum reform. For the components of teacher quality, educationalconcept plays an important role. It would directl
23、y affect teachers views and judgments onthemselves, and then affect their teaching behavior. During this process, a conception shouldbe noted: teachers beliefs in their abilities to organize and execute courses of actionnecessary to bring about desired results, namely, teacher efficacy. It is an imp
24、ortant elementof teacher quality and an important variable in teacher development and how teachers teach.Some studies show that, teacher efficacy is closely concerned with a teachers teachingbehavior and teaching effectiveness, and at the same time, it affects students learningbehavior and performan
25、ce. It has been shown to be a powerful construct related to studentoutcomes such as achievement, motivation, and sense of efficacy.According to self-efficacy theory of Bandura (1977), self-efficacy is an importantconstruct that helps to explain teachers teaching and performance of achievement-relate
26、dbehaviors. With the achievement of appropriate occupational knowledge and teaching skills,teacher efficacy determines students behaviors. Therefore, the value of teacher efficacy incontrolling and regulating students learning behavior, performance and other aspects shouldnot be underestimated. The
27、practical significance of this study lies in the fact that by studyingteacher efficacy of rural primary school English teachers in Qingdao, it intends to improveteacher quality and to find appropriate intervention methods. Besides, the study on teacher1山东师范大学教育硕士学位论文efficacy has become an important
28、topic in psychological research for teachers in recent years.When teachers face specific and complex classroom situations, effective teaching plays animportant role in realizing primary school English teaching tasks. And in the specific teachingprocess, teachers beliefs in their abilities to organiz
29、e and execute courses of action necessaryto bring about desired results, that is defined teacher efficacy, are always concerned withwhether the teaching tasks can be successfully completed. Obviously, the study on teacherefficacy of teachers is particularly necessary.This thesis aims to survey the p
30、resent situation of teacher efficacy of rural primaryschool English teachers in Qingdao, get relevant results and put forward reasonablesuggestions so as to promote the teaching level of rural primary school English teachers inQingdao, and to provide psychological basis for scientific teacher traini
31、ng interventionmethods. Most of the previous studies have focused on the theoretical researching andmeasuring instruments on teacher efficacy, but little attention has been given to the teacherefficacy of rural primary school English teachers. Based on this practical background, thisthesis will be f
32、ocused on the teacher efficacy of rural primary school English teachers, animportant part of teacher quality at present. By this thesis aims to answer two questions asbelow: What is the present situation of teacher efficacy of rural primary school Englishteachers in Qingdao? Do the variables includi
33、ng gender, age, teaching age, educationalbackground and professional title have significant effect on teacher efficacy of rural primaryschool English teachers?Two instruments were used in the present study, namely, questionnaire and interview.The first instrument used in the study was Teacher Effica
34、cy Scale (TES) by Yu Guoliang, XinTao and Shen Jiliang (1995), which has 27 items. The date of data collection is in March,2010. SPSS10.0 for Windows is used to analyze the data collected from the questionnaires.The interview consists of 6 questions，which are: Do you often introspect your teaching?H
35、ow do you do it? Do you like to be a rural primary school teacher? Why or why not? Areyou satisfied with your teaching: What are the reasons for that? The interview contents foreach participant were audio-recorded and the recorded materials were transcribed into writtenrecord to be used for the anal
36、ysis. The interview is used as a subsidiary research tool of thestudy.2山东师范大学教育硕士学位论文This research is expected to enrich the study on teacher efficacy of rural primary schoolEnglish teachers, put forward feasible and reasonable suggestions for teachers development,and provide references for teacher
37、psychology research.The thesis consists of 5 chapters.Chapter One is the literature review of teacher efficacy research aboard and at home.Chapter Two is the theoretical foundation. First, this section introduces the origin of theteacher efficacy and correlative concepts, and clarifies the differenc
38、es between teacherefficacy and teacher effectiveness. Second, this section gives the measurements of teacherefficacy.Chapter Three is the methodology, in which the research is presented in details.Chapter Four is the dada analysis and findings of the research, in which the results ofthis research ar
39、e reported.Chapter Five gives implications and the suggested solutions for teacher efficacyimprovement.The conclusion part sums up the major contributions of the research, points out thelimitations of the study and makes recommendations for future research.3山东师范大学教育硕士学位论文Chapter 1 Literature Review1
40、.1 Correlative Study on Teacher Efficacy AboardStudy on teacher efficacy originated from America. The study on foreign teacherefficacy is also mainly conducted in the field of American psychology. There are mainly twoparties in American psychology concerning the study on teacher efficacy; or rather,
41、 the studyis conducted in the following two ways: one is based on Rotters (Rotter, 1966) locus ofcontrol theory, and the other is based on Banduras（Bandura, 1977）social cognitive theory.1.1.1 Studies Based on Rotters Locus of Control TheoryThe term teacher efficacy was first employed by RAND (Armor
42、et al., 1976) researchers.They investigated locus of control and the teachers perceived role in effecting studentoutcomes regardless of environmental factors. In a massive survey they included two itemsthat reflected the locus of control constructs proposed by Rotter (1966). Locus of controlrefers t
43、o the degree an individual believes that the perceived cause(s) of an intended outcomeare within his or her control (Rotter, 1966), that is, the extent that a person believes thatevents are determined by his or her actions (Parkay, Greenwood, Olejnik, McLaughlin McLaughlin proxy agency in which peop
44、le secure desired outcomes by influencingothers to act on their behalf; and collective agency in which people act in concert to shapetheir future. Bandura (1997) defined the difference between self-efficacy and locus of control.In particular, Bandura identified locus of control as an “outcome expect
45、ancy” or “a personsestimate that a given behavior will lead to certain outcomes” (Bandura，1977.193). That is,outcome expectancies or locus of control represent an individuals estimate of the likelyconsequence of ones behavior in a specific situation. As Bandura stated,perceived self-efficacy is “a j
46、udgment of ones capability to accomplish a given levelof performance, whereas outcome expectation is a judgment of the likely consequences suchbehavior will produce” (Bandura, 1986. 391). Thus, efficacy beliefs involve individualsand their beliefs regarding their ability to perform actions, whereas
47、outcomeexpectancies involve the conviction that the performance of a given action at a particular skilllevel will result in a specific outcome.For example, outcome expectancy would be a teachers belief that the implementation ofcooperative learning at the appropriate level would result in a better l
48、earning environment for7山东师范大学教育硕士学位论文students. The focus is on the veracity of the strategy and its potential for improving studentslearning. However, an efficacy expectation would reflect the extent to which a teacherbelieved that he or she is capable of implementing this technique at the appropri
49、ate level inorder to achieve the desired success. The distinction here is in the separate beliefs of “yes, thestrategy (cooperative learning) will work, and yes, I think I can employ the strategy.” Thus,efficacy beliefs reflect future oriented beliefs regarding individuals ability to act and outcomeexpectancies involve the conviction that given actions, regardless of the actor, will lead tospecified outcomes. As researchers built on Banduras work, they applied this construct ofself-efficacy to specific domains such as teaching, which is the focus of the present
