教师的教学效能感对教师的教学行为、学生的学业成绩和教师的个人发展有重要影响，是影响教育事业发展和进步的重要因素之一。因此，探究影响教学效能感的因素以及如何形成高水平的教学效能感，对提升教师教学积极性、提高教师专业素质、提高学生学习兴趣和学业成绩，有着重要作用。

本研究聚焦北京市S小学教师教学效能感，通过问卷调查和访谈等方法，以北京市S小学教师为研究对象，了解其教学效能感现状，并进行了内部差异分析，探究了影响北京市S小学教师教学效能感的人口变量学因素，并根据访谈数据进一步深入分析了其影响因素。

结果显示，北京市S小学教师教学效能感呈中等水平。其中，年龄对教师的一般教学效能感存在显著性差异，学历和教龄对教师的个人教学效能感存在显著性差异，而其他人口特征对S小学教师的教学效能感不存在显著性差异。通过分析访谈资料可以得知，影响北京市S小学教师教学效能感的因素可以分为社会、学校、教师和学生因素。其中，社会影响因素主要为社会地位、薪酬待遇和家长支持，学校影响因素主要为学校支持、教师培训、学校氛围和承担公开课，教师个体影响因素主要有教师工作量、课堂教学经验、知识储备和专业能力及教师身心健康状况，学生影响因素则为学生的态度和特点。

根据以上影响因素，本研究提出以下策略，用于提升北京市S小学教师教学效能感。第一，社会层面，加强对教师群体的关注与支持，树立正确的舆论导向，提高教师的福利待遇。第二，学校层面，完善组织管理制度，营造和谐的组织氛围；为教师提供班级管理的专业支持，提升教师班级管理能力；丰富教师培训形式，提高培训有效性；培养良好的师生关系，与家长构建和谐的沟通气氛。第三，个人层面，正确认识压力，学会调节情绪；加强学习，提升教育教学水平。

Teachers’ teaching efficacy has an important influence on teachers’ teaching behavior, students’ academic performance and teachers’ personal development. It is one of the important factors affecting the development and progress of education. Therefore, research on how to achieve high levels of teaching efficacy and the factors that influence teaching efficacy plays an important role in encouraging teachers' teaching enthusiasm, raising teachers' professionalism, enhancing students' learning interests and academic achievement.

This study focuses on the teaching efficacy of teachers in S Primary School, Beijing. Through questionnaire and interview, this study aims to understand the current status of teaching efficacy of teachers in S Primary School, Beijing and analyze their inherent differences. This paper explores the demographic variables and further analyzes the influencing factors according to the interview data.

The results show that the teaching efficacy of teachers in S Primary School in Beijing is in a medium range. Age has a significant difference in teachers’ general teaching efficacy, education background and teaching age have a significant difference in teachers’ personal teaching efficacy, while other demographic characteristics have no striking difference on the teaching efficacy of teachers in S Primary School in Beijing.

Through the analysis of the interview data, it was found that the influence factors of teaching efficacy of teachers in S Primary School in Beijing can be divided into social factors, school factors, teacher factors and student factors. Among them, the social influencing factors are mainly social status, salary and parental support. The school influencing factors are mainly school support, teacher training, school atmosphere and open classes. The personal influencing factors of teachers mainly include teacher workload, teaching experience, knowledge and expertise and teachers’ physical and mental health. The influencing factors of students are students’ attitudes and characteristics.

Based on research results, this study proposes some strategies from the viewpoint of enhancing teaching efficacy of S Primary School teachers in Beijing. First, at the social level, to strengthen attention and support for teachers, establish correct orientation of public opinion and improve teacher welfare. Second, at the school level, to improve the organizational management system and create a harmonious organizational atmosphere; provide professional support for teachers in class management and improve teachers’ class management ability; enrich the forms of teacher training, improve the effectiveness of teacher training; cultivate a good teacher-student relationship and build a harmonious communication atmosphere with parents. Thirdly, at the individual level, correctly understand stress and learn to regulate emotions; work hard and improve teaching level.