在后疫情时代，教育信息化、数字化转型成为必然趋势。这一背景下，信息技术与学科教学知识的整合成为英语教学的必然要求。而教师的自我效能感作为影响其TPACK水平的关键因素，对提升教学质量和促进学生发展至关重要。但国内外关于整合技术自我效能感的研究主要集中在职前教师身上，缺乏对在职教师的关注，也缺乏将教师整合技术效能感与后疫情时代背景相联系的研究。因此，本研究旨在探讨中学英语教师在后疫情时代和信息化背景下的整合技术自我效能感问题，以期为提升教师的整合技术自我效能感提供有益参考。本研究主要回答以下问题：

后疫情时代中学英语教师的整合技术自我效能感处于什么水平？

后疫情时代中学英语教师的整合技术自我效能感在性别、教龄、学历和学校层级上存在哪些差异？

后疫情时代中学英语教师的整合技术自我效能感的形成和变化受到哪些因素的影响？

研究通过问卷调查和半结构化访谈来回答以上研究问题。量表改编自Niederhauser ＆ Perkmen （2008）的整合技术内部因素量表。共回收536份问卷数据，主要通过SPSS27.0对量化数据进行分析。访谈提纲主要参考后疫情时代的背景和Bandura的自我效能感理论，基于方便性和最大差异原则，选取了6位访谈者。研究发现如下。

首先，中学英语教师的整合技术自我效能感整体处于中上水平，其中教学自我效能、自我评价结果预期以及技术选择自我效能相对较高，而社会结果期望、学生自我效能及兴趣方面则相对较低。

其次，性别因素对中学英语教师的整合技术自我效能感具有显著影响。研究发现，男教师在多个维度上的自我效能感普遍高于女教师，尤其在技术选择自我效能和教学自我效能方面更为自信。

第三，教龄对中学英语教师的整合技术自我效能感也存在显著影响。新手教师和资深老教师的自我效能感普遍较低，而处于中间教龄段的青年教师则表现出较高的自我效能感。

第四，学历对教师在关于教学的自我效能感有显著影响，研究生学历的教师比本科学历的教师效能感更高。但是教师的自我效能感并非完全随着学历的增长而增长，大专及以下学历的教师与更高学历的教师相比，自信程度没有显著差异。

第五，学校层级同样对中学英语教师的整合技术自我效能感产生显著影响。重点中学教师在教学自我效能方面显著高于普通中学教师。在学生自我效能层面，与其他两组相比，区县级重点中学教师表现出更高的自信。

通过深入分析访谈数据，研究还发现影响中学英语教师整合技术自我效能感的因素包括四个类属：知识、经验（掌握和替代经验）、情绪（情绪生理状态和言语说服）和情境（微观和宏观）。这些因素共同作用于教师的自我效能感。

基于研究发现，本研究也从教师个人层面和外部支持层面提出了促进中学英语教师整合技术自我效能感发展的建议。

In the post-pandemic era, information technology’s development has profoundly influenced the field of education. Under this background, the integration of information technology and subject teaching knowledge has become a necessary requirement for English teaching. And teachers' self-efficacy, a key factor affecting their TPACK level, is crucial to improving teaching quality and promoting students’ development. However, studies on technology integration self-efficacy (TISE) at home and abroad have mainly focused on pre-service teachers and lacked attention to in-service teachers, as well as studies of teachers’ TISE in the post-pandemic era. Therefore, this study aims to explore the TISE of secondary school English teachers in the post-pandemic era to provide useful advice for improving teachers’ TISE. This study mainly answers the following questions:

1. What is the level of secondary school English teachers’ technology integration self-efficacy in the post-pandemic era?

2. What are the differences in their technology integration self-efficacy in terms of gender, period of service, educational background and school level?

3. What are the influencing factors in the formation and change of their technology integration self-efficacy?

Questionnaire survey and semi-structured interview were conducted to answer the above research questions. The scale is adapted from Niederhauser & Perkmen's (2008) Scale of Technology Integration Internal Factors. A total of 536 samples, data were collected, and were analyzed mainly with SPSS27.0. The interview questions  mainly considered the context of the post pandemic era and Bandura’s self-efficacy theory, and six interviewers were selected based on the principles of convenience and maximum difference. The results of this study are as follows.

First of all, the overall TISE of secondary school English teachers is above the average level, among which the ST(Teaching Integration Self-Efficacy), SOE(Social Outcome Expectations) and STC(Self-efficacy on Technology Choice) are relatively high, while the EOE(Self-Evaluation Outcome Expectations), SS(Self-efficacy on Students) and INT are relatively low.

Secondly, gender has a significant relationship with teachers’ TISE. It is found that male teachers generally have higher self-efficacy than female teachers in many dimensions, especially for ST and STC.

Third, period of service also has a significant relationship with TISE. Compared with novice teachers(0-5 years) and senior teachers(more than 15 years), young teachers(5-15 years), generally show a higher level of self-efficacy.

Fourth, educational background also has a significant relationship with teachers’ TISE in terms of ST. Teachers with graduate degrees having higher levels of self-efficacy than teachers with undergraduate degrees. However, there was no significant difference in the level of self-efficacy of teachers with a college degree or less compared to those with a higher educational background.

Fifth, teachers in key secondary schools were significantly higher than teachers in ordinary secondary schools in terms of ST. In terms of SS, teachers in key secondary schools in county showed higher self-confidence compared to the other two groups.

Through in-depth analysis of the interview data, the study found that the factors affecting secondary school English teachers’ TISE included four categories: knowledge, experience (mastering and vicarious experience), emotion (emotional physiological states and verbal persuasions) and context (micro and macro). These factors work together on teachers’ TISE.

Based on the findings, this study also proposes appropriate recommendations for promoting the development of secondary English teachers’ TISE from the aspect of teachers and social support respectively.