Explore the relationship between middle school teachers’ self-efficacy and collaborative lesson planning through a questionnaire method

Department of Psychology, Beijing Normal University, No.19, Xinjiekouwai St, Haidian District, Beijing, 100875, P.R.China

^* Corresponding author: 202011061093@mail.bnu.edu.cn

Abstract

In Chinese schools, teachers usually gather together to prepare lessons and discuss teaching goals, methods, progress, and so on, in order to achieve better teaching results. This is called “Collective Lesson Preparation”, abbreviated as CLP. Several researchers have studied the relationship between self-efficacy and various teaching practices, yet less attention has been given to the specific relationship between teachers’ self-efficacy and CLP. Therefore, this study explored the relationship between CLP and self-efficacy by designing and distributing questionnaires and conducting Pearson correlation analysis on the questionnaire data. Research has found that there is a highly significant positive correlation (r=0.296, p=0.000) between middle school teachers’ involvement in CLP and their self-efficacy. Specifically, out of the seven dimensions of CLP, only CLP topic and content showed no significant correlation, while the other 5 dimensions, CLP environment, team, process, guidance, and mechanism, all have an extremely significant positive correlation with self-efficacy. This indicates that when middle school teachers participate in CLP, the environment, team, process, leadership, and mechanism of CLP are all correlated with their high self-efficacy. In the future, schools and teachers can focus on improving the CLP method, which may not only enhance teaching effectiveness but also improve teachers’ self-efficacy.