A Study On The Differences Of Kindergarten Teachers' Ability To Coping With Anger Events

Influenced by traditional rationalism,teachers' anger is often considered to be in need of control,but as a basic emotional type,anger is often unavoidable in the complex process of kindergarten education and teaching.In view of the influence of anger on individuals and the characteristics of teachers' functions,we should pay more attention to whether the teachers can properly cope with anger events or not.Therefore,this study carried out a series of studies on the phenomenon that “some kindergarten teachers can properly cope with the events that make them angry,while some others cannot”.The phenomenon focus on “the differences of kindergarten teachers' ability to cope with anger events”.Kindergarten teachers' ability to cope with anger events refers to the comprehensive and stable characteristics of kindergarten teachers who use effective coping resources and make efforts in cognition and behavior to solve the problems in the face of children's behavior incidents caused by violating some of standards,values or norms they follow.It belongs to kindergarten teachers' professional competence and is the performance of their professional competence in the context of dealing with angry events.The purpose of study 1 and study 2 is to explore what is kindergarten teachers' ability to cope with anger events.Study 1 aims to explore the theoretical model of kindergarten teachers' response capacities to angry events,based on 226 events reflecting teachers' active response to anger events and 9 interviews with excellent teachers.It is found that this ability is a three-dimensional structural model,mainly composed of problem cognitive ability,behavioral control ability and emotional regulation ability,through the grounded theory approach of three steps coding and one theoretical sampling.On this basis,through item compilation,screening,reliability and validity test,study 2 developed a Questionnaire on Kindergarten Teachers' Ability to Cope with Anger Events,consisting of 27 items.The reliability and validity of the questionnaire met the psychometric standards.Study 3 is an investigation of the current situation of this response ability,and mainly examines how kindergarten teachers cope with angry events.Investigating 1263 kindergarten teachers in different districts and counties of Fujian Province through stratified sampling.The results show that kindergarten teachers' ability to cope with anger events is better as a whole.There are no differences in external factors,including the nature,location and quality level of kindergartens,but there are differences in internal factors,such as teaching age,professional title and the stages of professional growth.In terms of teaching age,the total scores of response capacities of teachers with 16 years of teaching age are significantly higher than that of teachers with 5 years or less,5-10 years and 11-15 years of teaching age.However,there is no significant difference in the total score of coping ability among teachers with teaching age less than 15 years.In terms of professional titles,teachers with first-level professional title scored significantly higher than those with second-level professional title in problem recognition ability,and teachers with senior professional titles scored significantly higher than those with second-level professional titles in the emotion regulation ability.In terms of professional development,expert teachers scored significantly higher than that of novice and proficient teachers in coping ability,problem cognitive ability and behavior control ability and emotional regulation,but there was no significant difference between novice and proficient teachers.From Study 4 to Study 7,the main purpose is to examine the differences between kindergarten teachers' coping ability to high and low angry events and explore the typical characteristics of teachers with high ability to anger events.The research is carried out in three dimensions: cognitive characteristics,personality characteristics and behavioral characteristics.The comparison of cognitive characteristics consists of study 4 and study 5.Study 4 compares the knowledge characteristics of 18 kindergarten teachers through a mixed study.The results show that teachers with higher coping ability use more diagnostic knowledge,developmental knowledge,event diagnostic knowledge and the total number of knowledge points in dealing with anger events,and the level of using all kinds of knowledge is also significantly better than that of the lower group.Through two mixed experiments of three factors among 61 kindergarten teachers,study 5 compared the insight ability to anger events of high and low response ability teachers.The results show that there are also differences in insight between high and low group teachers,which mainly reflected in the level of information association.Moreover,the recall processing of low-related information is more complex for high group teachers and the advantage at the level of information association has a certain degree of stability.Study 6 is a comparison of personality characteristics.By measuring the personality characteristics of 1739 kindergarten teachers,it is found that teachers with high coping ability scored significantly higher on extroversion personality,rigorous personality,agreeable personality,open personality,emotional control ability,teaching efficacy,professional commitment and subjective well-being than those with low coping ability,while those with neurotic personality scored significantly lower than those with low coping ability.Regression analysis showed that personal teaching efficacy,emotional control ability,emotional commitment and rigorous personality had the greatest explanatory power on kindergarten teachers' ability to deal with anger events.The effect of these factors on kindergarten teachers' coping ability to anger events was more complex.Firstly,the influence of emotional commitment on the coping ability to anger events is mediated by personal teaching efficacy,and emotional control ability plays a moderating role in personal teaching efficacy on the coping ability to anger events.Secondly,personal teaching efficacy and emotional control ability play a dual mediating role in the impact of rigorous personality traits on the coping ability of angry events.Study 7 is about the differences of behavioral characteristics.Through the empirical sampling study of 146 teachers in 5 kindergartens for two weeks,it is found that for “planned disrupted” events,teachers with high coping ability are relatively more likely to adopt the methods of pleasant encouragement and solemn admonition,less of eliminating hidden dangers and co-parenting.In lower anger states,teachers with high coping ability are relatively more likely to use rational inquiry and less of co-parenting.It shows that there are differences in the behavior of teachers when dealing with high and low angry events,but the differences are not general and can be affected by event type and emotional intensity..To sum up,whether kindergarten teachers can properly cope with anger events involved multi-dimensional comprehensive ability.The teachers with high coping ability were different from those with low coping ability in cognitive characteristics,personality characteristics and behavioral characteristics.The specific characteristics of teachers with high coping ability in these three aspects explained the differences of kindergarten teachers' coping ability in anger events.In short,the more knowledgeable,insightful,cautious,good-tempered,confident in personal teaching,loving and dedicated,happy and pleasant,the better teachers are at dealing with anger events.What's more,the behavior of teachers with high or low coping ability is easy to differentiate when they deal with events of “planned disrupted” and in lower anger states.