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

Abstract

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.