幼儿教师教学效能感与情绪智力的关系
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摘要
目的:探讨幼儿教师情绪智力与教学效能感的关系。方法:采用情绪智力量表(WLEIS)和幼儿教师教学效能感量表对辽宁省355名幼儿教师进行问卷调查。结果:①幼儿教师教学效能感平均分为4.08;②幼儿教师教学效能感在任教年限上差异显著,教学效能感随任教年限增长而提高(F=8.542,P<0.001),幼儿教师教学效能感在年龄上差异显著,教学效能感随年龄增长而提高(F=5.167,P<0.01);③不同年龄幼儿教师情绪智力差异显著,情绪智力随年龄增长而提高(F=6.823,P<0.001);④幼儿教师的情绪智力与教学效能感显著正相关(r=0.259,P<0.001)。结论:幼儿教师教学效能感水平较高,与教龄、年龄和情绪智力有关。
Objective:To explore the relationship between preschool teachers' emotional intelligence and teaching efficacy.Methods:A questionnaire survey was conducted among 355 preschool teachers in Liaoning Province using the Emotional Intelligence Scale(WLEIS)and the Preschool Teachers' Teaching Efficacy Scale.Results:①Effectiveness of preschool teachers was averagely divided into 4.08;②There was a significant difference in the teaching efficacy of preschool teachers on the number of years of teaching,The sense of teaching efficacy increased with the number of years of teaching(F=8.542,P<0.001);③Preschool teachers of different ages had significant differences in emotional intelligence,and emotional intelligence increased with age(F=6.823,P<0.001);④Kindergarten teachers' emotional intelligence and teaching efficacy were significantly positively correlated(r=0.259,P<0.001).Conclusion:The preschool teachers have a higher level of teaching efficacy and are related to the teaching age,age,and emotional intelligence.
Objective:To explore the relationship between preschool teachers' emotional intelligence and teaching efficacy.Methods:A questionnaire survey was conducted among 355 preschool teachers in Liaoning Province using the Emotional Intelligence Scale(WLEIS)and the Preschool Teachers' Teaching Efficacy Scale.Results:①Effectiveness of preschool teachers was averagely divided into 4.08;②There was a significant difference in the teaching efficacy of preschool teachers on the number of years of teaching,The sense of teaching efficacy increased with the number of years of teaching(F=8.542,P<0.001);③Preschool teachers of different ages had significant differences in emotional intelligence,and emotional intelligence increased with age(F=6.823,P<0.001);④Kindergarten teachers' emotional intelligence and teaching efficacy were significantly positively correlated(r=0.259,P<0.001).Conclusion:The preschool teachers have a higher level of teaching efficacy and are related to the teaching age,age,and emotional intelligence.
引文
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[2]俞国良,罗晓路.教师教学效能感及其相关因素研究[J].北京师范大学学报(人文社会科学版),2000,45(1):72-79
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[6]Akhmetova J B,Kim A M,Harnisch D L.Using mixed methods to study emotional intelligence and teaching competencies in higher education[J].Procedia-Social and Behavioral Sciences,2014,128:516-521
[7]李瑾,徐燕.幼儿教师职业倦怠与情绪智力的关系[J].中国健康心理学杂志,2016,24(9):1300-1303
[8]孟凡杰,张岗英.员工情绪智力、应对方式与心理健康关系研究[J].中国健康心理学杂志,2012,20(11):1667-1670
[9]刘翃,吴大兴,张品.护理人员情绪智力和工作满意度[J].中国健康心理学杂志,2013,21(1):97-99
[10]陈木金.教师教学效能评鉴指标建构研究[J].艺术学报,1997(61):221-253
[11]彭巍.员工情绪智力与工作绩效关系研究[D].长沙:中南大学,2010
[12]李永占.工作家庭冲突视角下幼儿教师情感耗竭的心理机制:情绪智力的作用[J].心理与行为研究,2016,14(4):492-500
[13]李佳佳,李瑛.农村教师教学效能感现状与学校组织氛围的关系[J].中国健康心理学杂志,2014,22(7):1009-1011
[14]杨建原,吕红云,赵守盈.中学教师教学效能感与心理健康的关系[J].教育研究与实验,2012,30(1):20-24
[15]肖琴.教师情绪智力、教学效能感与工作投入的关系研究[D].长沙:湖南师范大学,2016
[16]刘小婷,李尚儒,吕世欣,等.情绪智力高的个体何以更少采用自我妨碍策略[J].中国健康心理学杂志,2016,24(11):1728-1731
[2]俞国良,罗晓路.教师教学效能感及其相关因素研究[J].北京师范大学学报(人文社会科学版),2000,45(1):72-79
[3]江新会,赵守盈,万红霞.教学效能感的结构:最小空间分析的运用[J].聊城大学学报(自然科学版),2007,20(1):74-77+85
[4]Salovey P,Mayer J D.Emotional intelligence[J].Imagination Cognition&Personality,1990,9(6):217-236
[5]Hongbiao Yin.The effect of teachers'emotional labour on teaching satisfaction:moderation of emotional intelligence[J].Teachers and Teaching,2015,21(7):1-22
[6]Akhmetova J B,Kim A M,Harnisch D L.Using mixed methods to study emotional intelligence and teaching competencies in higher education[J].Procedia-Social and Behavioral Sciences,2014,128:516-521
[7]李瑾,徐燕.幼儿教师职业倦怠与情绪智力的关系[J].中国健康心理学杂志,2016,24(9):1300-1303
[8]孟凡杰,张岗英.员工情绪智力、应对方式与心理健康关系研究[J].中国健康心理学杂志,2012,20(11):1667-1670
[9]刘翃,吴大兴,张品.护理人员情绪智力和工作满意度[J].中国健康心理学杂志,2013,21(1):97-99
[10]陈木金.教师教学效能评鉴指标建构研究[J].艺术学报,1997(61):221-253
[11]彭巍.员工情绪智力与工作绩效关系研究[D].长沙:中南大学,2010
[12]李永占.工作家庭冲突视角下幼儿教师情感耗竭的心理机制:情绪智力的作用[J].心理与行为研究,2016,14(4):492-500
[13]李佳佳,李瑛.农村教师教学效能感现状与学校组织氛围的关系[J].中国健康心理学杂志,2014,22(7):1009-1011
[14]杨建原,吕红云,赵守盈.中学教师教学效能感与心理健康的关系[J].教育研究与实验,2012,30(1):20-24
[15]肖琴.教师情绪智力、教学效能感与工作投入的关系研究[D].长沙:湖南师范大学,2016
[16]刘小婷,李尚儒,吕世欣,等.情绪智力高的个体何以更少采用自我妨碍策略[J].中国健康心理学杂志,2016,24(11):1728-1731