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摘要：本文是一篇高中英语教学论文，本文基于对两类教师的访谈和背景资料，两类教师自我效能感差异的因素如下：学校性质不同（福利、师资、进修、工作晋升、社会流动）；由于学校性质的不同，导致教学年龄、学历、职称的差异，导致知识储备的不同；不同的教学水平；两类教师挖掘教材的能力不同，对新课程标准的理解和接受也不同。访谈还表明，教学培训和优质课程观察是提高教师自我效能感的重要途径。

eachers. At the same time, the author makes acomparative study of senior high school English teachers in public schools and privateschools, which, to some extent, opens up a new perspective for the research ofEnglish teachers, which can help enrich the research results of senior high schoolEnglish teachers. In terms of practical significance, the author believes that it is ofgreat significance to study the self-efficacy of senior high school English teachers, soas to improve the overall quality of senior high school English teachers and promotethem to adapt to the requirements of the new Curriculum Standards. Studying theself-efficacy of senior high school English teachers can help them improve the ability of teaching reflection, improve their self-efficacy, and finally help them to promotethe professional development.

Chapter 2 Literature Review

2.1 Teacher’s Self Efficacy

This section mainly introduces the definition, content, influence and source ofteachers' self-efficacy in previous studies.

2.1.1 Definitions of Teacher’s Self-Efficacy

Self-efficacy is a concept first proposed by American psychologist Bandura(1977) in his book Self-efficacy: Toward a Unifying Theory of Behavioral change.Three-dimensional interaction theory is the core of this theory, that is, the interactionof behavioral factors, personal factors and environmental factors. In general, Bandura(1977) defined self-efficacy as people’s believes in their ability to organize andexecute certain actions to achieve certain results.

Teacher’s self-efficacy is an extension of the concept of self-efficacy. There aremany definitions of teacher’s self-efficacy. Armor (1976) defined teacher’sself-efficacy as a subjective judgment of “whether teachers think they can affectstudents' learning performance”. Guskey and Passaro (1994) argued that teacher'sself-efficacy is a kind of self-belief of 'whether teachers have the confidence toencourage students to learn, including encouraging those students who have learningdifficulties or have lost interests in learning to participate”. Among which theauthoritative one is Tschannen-Moran (2001), who believed that teacher’sself-efficacy refers to the belief in one's own ability when organizing and executing aspecific teaching task under a specific situation. Some other scholars, such asAbu-Tineh, Khasawneh and Khalaileh (2011), they believed that teacher’s self-efficacy is a kind of overall confidence of teachers in their ability to manageclassroom order in teaching.

2.2 Theoretical Basis of Teacher’s Self-Efficacy

This section mainly introduces the theoretical basis of self-efficacy, that is,Heider's Attribution Theory and Rand Group's Control Source Theory.

2.2.1 Attribution Theory

Heider (1958) pointed out that attribution refers to the inferential process inwhich people make inferences about the causes leading to the results of other people’sor their own behaviors. He points out that the attribution of success or failure to theoutcome of behavior will affect the individual's self-cognition. He pointed out that thecauses leading to the results of behaviors can be summarized into two categories: first,internal causes: ability, effort, and individual interests; second, external factors: taskdifficulty, luck and other external environmenta本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。