A Research On Class-teachers'Affective Quality In Primary And Middle Schools

Class-teacher plays an important educational role in primary and middle schools, and his/her work is especially important to instructional quality of schools thorough the development of students and feature visualization of a school. Especially in new period, class-teachers'work is paid more attention than any times before, and the document issued from the Educational Ministry promulgates that class-teachers'work must be taken on as main task. Therefore, the question that is asked in both academic research and educational practice is how to ensure and improve class-teachers'professional quality. However, the earlier researches and practice emphasized particularly on class-teachers'cognitive skills, ignored or were short in class-teachers'affective quality. Class-teachers'affective quality in primary and middle schools is the affective and mental characteristic that is relatively stable and essential and in accordance with class-teachers'professional character. This kind of affective quality is positive which comes into practice in class-teachers'work with the effect of many kinds of factor before and after being a teacher. Class-teachers'affective quality is in the highest level in class-teachers'professional quality, and is so much as the core and foundation of professional quality. However, the research about class-teachers'affective quality has been absent, especially empirical research. Therefore, it has important academic value and great practical significance to carry out systemic research on class-teachers'affective quality.This thesis developed a series of empirical researches that were based on practical questions on class-teachers'affective quality in primary and middle schools with theoretical instruction. It had substantial process and effective method in order to achieve academic innovation. The research integrates method logistic illation with practical conclusion and theoretical research with empirical research. The thesis unites process inheritance with creation, scientific research with practical application and predomination of knowledge with upgrade of competence.Specifically, the key innovations of these researches are six asbects below: 1. Speculative research in order to found a theory.On the basis of collecting and studying plenty of materials, the researcher thinked about class-teachers'affective quality in primary and middle schools deeply and listed the connotation, construction and feature of the affective quality theoretically.2. Research on making in order to develop an instrument.According to the demand of surveying,"Questionnaire on Class-teachers'Affective Quality in the Primary and Middle Schools"(short for QCAQPMS) was formed with the strict procedure and normative operation,and it is the first in China.3. Investigation research in order to know the status quo.The QCAQPMS questionnaire were used to know the status quo of affective quality by 1576 class-teachers coming from 54 primary and middle schools located in 8 districts in Shanghai.4. Multi-level research in order to explore the reason.By means of QCAQPMS as the main tool and other questionnaires which has been selected and revised, the researcher analyzed the class-teachers'affective quality in primary and middle schools by the Hierarchical Linear Modeling (HLM) with multilevel.5. Electronic physiological research in order to explore the effect.The class-teachers were asked to have a test with some scene stories which are stimulaitive materials by the multimedia biofeedback software in a laboratory. The software recorded their physiological reaction that can reflect the affective quality more objective.6. Intervening research in order to advance the class-teachers'affective quality .With four schools as sample schools (including an experimental group and a control group), the researcher carried out a spot experimental research on the class-teachers'affective quality in primary and middle schools. The experimental research has been lasted for a term in order to know the possibility and reality to promote the class-teachers'affective quality in primary and middle schools by intervention. The researches on class-teachers'affective quality above from the vision of the psychology would develop the field of research and have got a creative questionnaire and other outcome of empirical researches as well.These researches are of important value in order to know, grasp and raise the class-teachers'affective quality in primary and middle schools and furthermore strengthen the building up of class-teachers'personnel.According to the researches above, the conclusions are as following:1. Class-teachers'affective quality in primary and middle schools has a tridimensional hierarchical structure. The quality has many characteristics such as nature uniting with sociality, stability uniting with plasticity and so on.2. The QCAQPMS has good index of reliability and validity, which is formed with strict procedure and elaborate stage. It is an effective instrument of evaluating class-teachers'affective quality in primary and middle schools.3. As a whole, the class-teachers'affective quality in primary and middle schools is good but still needs to be improved. There are substantive differences in gender, grade, subject, the time of being a teacher, the title of technical post, the time of being a class-teacher. There are substantial interaction between gender and the time of being a teacher in total affective quality, moral affection, rational affection, interpersonal affection, life affection and emotional intelligence.4. The multilevel analysis shows that the class-teacher's affective quality can be predicted significantly by personal characteristics, the attitude of family, reading and satisfaction degree of teaching life. The relationship among colleagues and the style of leader can also affect class-teacher's affective quality in different schools. The reputation of a school has a different effect on the relation between the variables of a teacher and class-teachers'affective quality.5. The laboratory-based researches show that there is a significant interaction between affective quality and scene story in index of BVP (blood volume pulse) amplitude.According to the ruseults, we can conclude that the affective quality has an effect on the class-teachers'reaction to the scene story. 6. Class-teachers'affective quality in primary and middle schools can be promoted effectively by means of intervention. The measures such as affective molding and emotion tutoring are an effective interventional instrument by means of team learning and individual instruction.