Abstract
Research self-efficacy is of great significance for teachers to improve their interest and achievements in scientific research. In this study, 261 elementary teachers were surveyed through online questionnaires to understand their research self-efficacy. The results showed that most elementary teachers have good research self-efficacy; education background, years of teaching, research environment, and attitude toward research all had influence on the research self-efficacy of elementary teachers. Based on this situation, schools should make efforts, such as improving communication, providing financial support, establishing a scientific research support center, and helping teachers under unfavorable situations. For elementary teachers, they should realize the importance of education research and improve their research literacy.
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