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English language education in Chinese primary schools: exploring EFL teachers’ attitudes, self-efficacy, and perceived school environment

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Publicado en:Asian-Pacific Journal of Second and Foreign Language Education vol. 10, no. 1 (Dec 2025), p. 18
Publicado:
Springer Nature B.V.
Materias:
China
English teachers
Teacher attitudes
School environment
Self concept
English as a second language
Second language teachers
Chinese languages
Elementary schools
Rural areas
Professional identity
Elementary education
Students
Self-efficacy
English as a second language instruction
Professional attitudes
Teachers
Foreign languages
English language
Attitudes
Variance analysis
Learning
Data analysis
Teaching
Identity
Statistical inference
Schools
Language attitudes
Demography
Rural communities
Statistics
Rural Schools
Rural Education
Self Efficacy
Language Teachers
English (Second Language)
Urban Teaching
Statistical Analysis
Educational Environment
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Resumen:This study aims to examine the attitudes, self-efficacy and perceived school environment of English as a Foreign Language (EFL) teachers in primary schools in China. Additionally, it seeks to explore the potential correlations between these aspects and demographic and contextual factors. A questionnaire comprising four scales was administered to a randomly chosen sample of EFL teachers (n = 861) from Zhejiang province in China. Data analysis was conducted using SPSS 26.0, employing descriptive statistics and inferential statistics, including ANOVA and linear regression. The findings reveal significant disparities in attitudes on professional identity, self-efficacy, and perceptions of the school environment among teachers in different school settings. The order of variables followed a descending pattern (i.e., urban teachers > suburban teachers > rural teachers). EFL teachers in primary schools, particularly those in rural areas, displayed lower professional identity, reduced confidence in effectively engaging students, and greater reliance on students’ responsibility in their own learning. It holds implications for stakeholders committed to enhancing the quality of English instruction for young learners.
ISSN:2363-5169
DOI:10.1186/s40862-025-00320-5
Fuente:Education Database