An Empirical Study on the Influencing Factors of Chinese Language Teaching Efficacy Among Primary School Teachers

Abstract

Based on survey data from 160 primary school Chinese language teachers in Yunnan Province, this study investigated the factors influencing their teaching efficacy. The Teachers’ Sense of Efficacy Scale (TSES) and a self-designed questionnaire were used for data collection, followed by statistical analyses including one-way ANOVA, independent-samples t-tests, and exploratory factor analysis. The results showed significant variation in teachers’ efficacy scores. Demographic factors such as age and years of teaching experience had a significant impact on teaching efficacy, whereas gender and professional title did not. Among personal factors, the ability to analyze teaching materials, professional identity, and teacher-student communication skills were significantly associated with teaching efficacy. Regarding external factors, teachers’ recognition of the fairness and scientificity of the evaluation system positively influenced their teaching efficacy. Accordingly, the study recommends enhancing teaching efficacy through coordinated efforts at the individual teacher, school management, and policy-making levels.