教学自主权对中小学教师家庭作业管理自我效能感的影响分析

The Influence of Teaching Autonomy on Primary and Middle School Teachers'Self-efficacy for Homework Management

教师的家庭作业管理自我效能感决定着作业的质量和效能,是解决作业减负问题的前提条件,而教学自主权是影响教师的家庭作业管理效能感的重要因素。研究通过对786份教师样本的问卷调查数据进行相关分析和回归分析,探讨教师教学自主权对家庭作业管理自我效能感的影响,发现中小学教师的教学自主权处于中等水平,在性别、年龄方面存在显著性差异;家庭作业管理自我效能感水平总体较高,但是家庭作业规划与设计,作业监控、评价与反馈以及关注家庭作业个性化差异三个维度的效能感发展不平衡;教学自主权对教师的家庭作业管理自我效能感起到正向预测作用,说明赋予教师更多的教学自主权有助于提升教师的作业管理能力;教师的个人专业发展需求、社会期待与作业传统是影响教师运用教学自主权进行家庭作业管理的重要因素。因此,为使作业减负真正落实,在作业管理改革中要提升和保障教师的教学自主权,将政府、学校、家庭、教师和学生等多元主体纳入其中,充分发挥多元主体共治效能,促进教师作业管理能力的提升。

Teachers’ self-efficacy for homework management is a decisive factor for homework quality and efficiency as well as a prerequisite for alleviating students’ workload, and teaching autonomy is an important factor influencing teachers’ self efficacy for homework management. Based on the correlation and regression analysis on the questionnaire survey data of 786 teacher samples in compulsory education, the research explores the influence of teaching autonomy on teachers’ self-efficacy for homework management. It is found that the teaching autonomy of primary and secondary school teachers is at a medium level, and there are significant differences in gender and age;the level of teachers’ self-efficacy for homework management is generally high, but there is imbalance in the development of teachers’ efficacy for the three sub-dimensions, planning and designing homework, monitoring, assessing and providing feedback, and considering individual differences;teaching autonomy has a positive predictive effect on teachers’ self-efficacy for homework management, indicating that endowing teachers with more teaching autonomy can help improve teachers’ homework management ability;individual teachers’ needs for professional development, social expectations and homework traditions are all important factors that affect teachers’ application of teaching autonomy to homework management. Therefore, in order to realize the full implementation of students’ workload reduction, teachers’ teaching autonomy should be enhanced and guaranteed in the reform of homework management, in which multiple subjects including the government, schools, families, teachers and students should make joint endeavor so as to give full play to the co-governance effect of multiple subjects, thus promoting teachers’ ability to manage homework.