安徽和江苏小学教师职业认同与自我效能感的关系

Relationship Between Professional Identity and Self Efficacy for Primary School Teachers:Taking Anhui and Jiangsu Provinces as Examples

目的：考察小学教师职业认同与自我效能感的现状,以及两者之间的关系。方法：采用问卷调查法,对来自安徽和江苏两省的474名小学教师的职业认同和自我效能感进行调查。结果：小学教师的职业认同水平较高,自我效能感水平一般。职业认同与自我效能感存在显著相关（r=0.400,P〈0.01）,其中职业认同中的角色价值观（△R^2=0.125,t=5.473,P〈0.001）、职业归属感（△R^2=0.166,t=3.528,P〈0.001）和职业行为倾向（△R^2=0.176,t=2.620,P〈0.001）三维度对教师自我效能感有显著的预测效应。结论：小学教师自我效能感与职业认同关系密切,角色价值观、职业归属感和职业行为倾向是小学教师自我效能感的重要影响因素。

Objective：To investigate the status of primary school teacher＇s professional identity and self-efficacy and their relationship.Methods：The primary school teachers from Anhui and Jiangsu provinces participated in this study,and the questionnaire survey was conducted.Results：The results indicated that the levels of primary school teachers＇ professional identity were relatively high,and their levels of self-efficacy were general.In addition,professional identity and its dimensions had significant correlation with self-efficacy（r=0.400,P〈0.05）,among which the role values（△R^2=0.125,t=5.473,P〈0.001）,the sense of professional identity（△R^2=0.166,t=3.528,P〈0.001）and professional behavior tendency（△R^2=0.176,t=2.620,P〈0.001）could significantly predict the teachers＇ self-efficacy.Conclusion：The self-efficacy of primary teachers is associated with professional identity,and the teachers＇ role values,the sense of professional identity and professional behavior tendency are the important predict factors for self-efficacy.