Qualitative Research On Teachers’ Emotional Expression In Teaching

Teachers’ emotional expression in daily teaching life plays a key role in many aspects,such as education and teaching,teacher-student interaction and teachers’ happiness,etc.,and it has increasingly become the focus and trend of teachers’ emotional research and teaching research.However,most of the existing studies focus on the needs of solving practical teaching problems,and tend to mechanically ask teachers to express positive teaching emotions from the perspective of external regulations,or blindly ask teachers to conduct emotional management.In this kind of research thinking,the statute suggestions put forward may not be accepted by teachers.In educational activities,teachers may still act according to their own emotional ways,or accept suggestions,which is likely to increase teachers’ emotional load,aggravate teachers’ job burnout and damage teachers’ professional happiness.In the absence of a reasonable theoretical perspective,researchers can not reasonably explain the logic of various emotional expression in real teaching,and thus can not reasonably grasp the problems of emotional expression in teaching.Therefore,how to understand teachers’ teaching emotional expression urgently needs to find a reasonable theoretical perspective.Based on the practical investigation and theoretical thinking,it can be found that teachers’ teaching emotional expression is not only the psychological phenomenon of teachers,but also the product of social and cultural construction,resulting from the interaction between teachers and multi-layer ecological environment system(including micro,meso,exo and macro environment).Therefore,based on multi-dimensional theoretical perspectives such as individual psychology,social culture and ecological system theory,this paper adopts qualitative research paradigm and comprehensive case study method,selects 36 primary and secondary school teachers as research objects through purposive sampling,and collects various data by means of interview,observation,material collection,audio and video recording,etc.Using NVIVO12 Plus software,this paper makes an auxiliary analysis of the data,in order to explore the types and ways of primary and secondary school teachers’ emotional expression,influencing factors,emotional expression rules to be followed and emotional adjustment strategies to be adopted under the Chinese social and cultural background.Through data analysis,the study found that:Findings 1: Teachers have positive,negative and complex expressions of teaching emotions in their teaching life.Positive emotional expression in teaching refers to the external expression of teachers’ pleasant emotional experience in teaching,including joy,joy,love and happiness;Negative emotional expression in teaching refers to the external manifestation of teachers’ painful emotional experience in teaching,including anger,urgency,sadness and panic.Complex emotional expression in teaching refers to the external expression of teachers’ mixed emotional experience of pleasure and pain in teaching,including "Mercy with kindness","hating iron to produce steel" and "knife-like mouth and tofu-like heart ".Different types of teachers’ teaching emotional expressions have important educational and teaching significance.Teachers’ teaching emotion expression mainly occurs in four kinds of teaching activities: teaching,teaching interaction,teaching management and teaching evaluation,and mainly adopts verbal,non-verbal and comprehensive ways to express teaching emotion.Finding 2: Teachers’ emotional expression in teaching is the emotional expression of teachers in teaching activities or teaching situations,but teachers are not isolated individuals.The micro,meso,exo and macro environmental systems in which teachers are located will all affect teachers’ emotional experience and feelings,thus affecting teachers’ emotional expression in teaching.Among them,the micro-environment has the greatest influence on teachers’ teaching emotion expression,and the factors influencing teachers’ teaching emotion expression in the micro-environment include teachers themselves,students,curriculum,class status,parents,colleagues and school leaders;The intermediate environment mainly includes teachers’families and students’families,which will play an indirect role;On the aspect of appearance environment,school is an important factor,including school culture,management and teachers’workload.Among them,the heavy non-teaching tasks and teaching workload of school are important factors that induce teachers’negative teaching emotional expression and job burnout.At the macro-environmental level,the educational policy of"protecting students",teachers’social status and social events are the important factors that affect teachers’emotional expression in teaching.Findings 3: Teachers’ emotional expression in teaching is the product of social and cultural construction,and it is necessary to abide by the rules of emotional expression in social culture,and make emotional adjustment in order to comply with them.Teachers’ emotional expression in teaching should abide by educational rules,moderate rules and moral rules.In order to abide by these rules,teachers will adopt the strategies of " antecedent-foused " and "response-foused" to adjust their teaching emotions.Based on the research findings and the problems found in the research,such as teachers’ negative teaching emotional experience is more,the intensity is high,the teaching emotional expression is improper,and the emotional adjustment mode is single.In order to improve teachers’ good expression of teaching emotion,we need to start from two aspects: teachers’ individual and environment.From the individual level,it is necessary to give full play to teachers’ subjective initiative,enhance teachers’ ability to express and adjust their teaching emotions,and improve their emotional accomplishment.From the environmental aspect,it is necessary to give full play to the positive role of all levels of environment.