The influence of teachers' self-efficacy on students' academic performance among secondary schools in Chongqing City, China

Abstract

This study aims to explore the impact of teacher self-efficacy on the academic performance of middle school students in Chongqing, to provide an implementation path for improving the academic performance of middle school students, and to provide theoretical and empirical evidence for promoting teachers to reflect on their educational philosophy, teaching attitudes and behaviors. The study used a teacher self-efficacy questionnaire and an academic performance questionnaire to investigate 30 Chinese teachers and 180 middle school students in a middle school of Chongqing. Based on the collected questionnaire data, correlation analysis and regression analysis methods were used to analyze the relationship between teacher self-efficacy and student academic performance. Results: 1) Teachers in Chongqing have a high sense of self-efficacy; 2) Middle school students in Chongqing have good academic performance; 3) Teacher self-efficacy is significantly correlated with student academic performance; 4) Among the various dimensions of teacher self-efficacy, teacher classroom management efficacy has the greatest impact on student academic performance. Overall, teacher self-efficacy has a significant positive impact on the academic performance of students in Chongqing, China.