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The Strategies to Improve Self-efficacy of University Foreign Language Teachers

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DOI: 10.23977/aduhe.2022.040310 | Downloads: 8 | Views: 581

Author(s)

Qiang Yali 1, Chen Qingxia 1

Affiliation(s)

1 Guangdong University of Science & Technology, Dongguan, 523083, China

Corresponding Author

Qiang Yali

ABSTRACT

This paper exploresthe strategies to improve self-efficacy of university foreign language teachers. The study covers three strategies, encompassing enhancing teachers’ professional knowledge and competence, improving teachers’ cooperation and communicative competence and improving teachers’ emotion management.The three strategies can be adopted to improve the self-efficacy of university foreign language teachers.

KEYWORDS

Self-efficacy; Emotion Management; University Foreign Language Teachers

CITE THIS PAPER

Qiang Yali, Chen Qingxia, The Strategies to Improve Self-efficacy of University Foreign Language Teachers. Adult and Higher Education (2022) Vol. 4: 50-53. DOI: http://dx.doi.org/10.23977/aduhe.2022.040310.

REFERENCES

[1] Liu Ling. The Relationship between Job Burnout and Self-efficacy of Primary School Teachers and Its Intervention Research [D].Liaoning Normal University, 2016.
[2] Mu Liyuan. A Study on High School English Teachers' Teaching Efficacy [D].Liaoning Normal University, 2013.
[3] Shao Siyuan. Self-efficacy of English Teachers: A Case Study of Teaching Behavior and Teaching Effect [J]. Foreign Language Journal, 2017(5):80-84.
[4] Wang, H., Hall, N. C. &Rahimi, S. Self-efficacy and Causal Attributions in Teachers: Effects on Burnout, Job Satisfaction, Illness, and Quitting Intentions [J]. Teaching & Teacher Education, 2015(47): 120-130.
[5] Wang Jing, Zhang Mingkai. On the Logic of Teaching Efficacy in Teachers' Professional Development [J].Education Theory and Practice, 2016(23).

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