INQUIRY BASED LEARNING TO IMPROVE TEACHERS’ SELF-CONFIDENCE FOR TEACHING AT BEIJING, CHINA
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The purpose of this research was to examine the differences in demographic factors on Teachers' self-confidence for Teaching at Beijing Dongcheng District, China and to examine the relationship between Inquiry-based learning with Teachers' self-confidence for Teaching at Beijing Dongcheng District, China. The research subjects were teachers in Huashi Primary School at Beijing Dongcheng District China. 400 samples were used by systematic sampling. Data were collected by questionnaires. The descriptive data were analyzed including frequency, percentage, mean and standard deviation. and testing the hypothesis with t-test, F-test, and Pearson correlation.
The results showed that Different demographic factors in terms of Gender and educational level had a statistically significant correlation between teachers' self-confidence for Teaching at Beijing Dongcheng District, China at the .00 level and Inquiry-based learning in each aspect. With Teachers' self-confidence for Teaching at Beijing Dongcheng District, China, all aspects were statistically significant at the .00 level, which was positively correlated. Moderate to very high.
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