The Research Self-Efficacy of Elementary Teachers:Current status,Factors,and Strategies for Improvement  

作　　者：Saiqi Tian Jinxing Zhu Huchao Huang Zhiqing Wang 

机构地区：[1]College of Education,Wenzhou University,Wenzhou 325035,Zhejiang Province,China

出　　处：《Journal of Contemporary Educational Research》2022年第3期5-11,共7页当代教育研究（百图）

基　　金：The Introduce Talent Foundation of Wenzhou University(135010120719).

摘　　要：Research self-efficacy is of great significance for teachers to improve their interest and achievements in scientific research.In this study,261 elementary teachers were surveyed through online questionnaires to understand their research self-efficacy.The results showed that most elementary teachers have good research self-efficacy;education background,years of teaching,research environment,and attitude toward research all had influence on the research self-efficacy of elementary teachers.Based on this situation,schools should make efforts,such as improving communication,providing financial support,establishing a scientific research support center,and helping teachers under unfavorable situations.For elementary teachers,they should realize the importance of education research and improve their research literacy。

关 键 词：Elementary teachers Research self-efficacy STATUS FACTORS Strategies for improvement 

分 类 号：H31[语言文字—英语]