Table 3 Multivariate analysis on teaching strategies of different teachers

3.1 Compare on teaching strategy among novice-proficient-expert teachers

Table 2 and 3 indicated that there were significant differences among expert teachers, proficient teachers and novice teachers in the total and every subscale of teaching strategy scale. Multivariate analysis indicated, firstly in the general level of teaching strategy, the mean of expert teachers was significantly higher than that of proficient and novice teachers. The mean of proficient teachers was significantly higher than that of novice teachers. The outcome showed that expert teachers possessed the highest level of teaching strategy, while novice teachers possessed the lowest , proficient teachers possessed the moderate level. Secondly in the pre-class teaching strategy, the planning strategy of expert teachers was significantly higher than that of proficient and novice teachers, but there was no significant difference between proficient and novice teachers. When it came to the preparation strategy, proficient teachers scored the lowest mean, while there was no significant difference between the novice and expert teachers. Thirdly in the in-class strategy, significant difference exited among all expert, proficient and novice teachers. The mean of expert teachers was significantly higher than that of proficient and novice teachers. And the mean of proficient teachers was significantly higher than that of the novice teachers. Finally in the after-class teaching strategy, the mean of expert teachers was significantly higher than that of proficient and novice teachers in both evaluation strategy and reflectivity strategy.

Table 4 The mean and multivariate analysis on achievement orientation and personality characteristic of different types of teachers