Study On Secondary School Teachers' Emotional Strategies While Educating Students

Based on literature search, individual interviews and expert interviews, this essay teases out the frequently-used emotional strategies when secondary teachers educate students, and works out "The Questionnaire of Secondary Teachers'Emotional Strategies While Educating Students ". After initial test and corresponding modification, the formal questionnaire comes into being. We tested 1000 secondary teachers of various degrees in Chong and Sichuan with the formal self-designed questionnaire, among which 722 tests are valid. The research indicates that:The recognition of each emotional strategy is at a relatively high level. Among them, emphathy holds the highest recognition, while the strategies of emotional response, emotional expression, emotive reasoning, emotional monitoring, emotional experience, fear arousal, emotional communication, rational-emotive regulation, and emotive attribution have a little bit lower ones.(2) The difficulty in use of each emotional strategy seems in the same trend. That is, the difficulty in use is relatively low and has an obvious reducing trend in each emotional strategy.(3) On the whole, each emotional strategy applies to both male and female students. The majority of gender applicability in the ten trategies holds similar features, but some of them are different. Specifically, the strategies of emotive attribution, rational-emotive regulation, emotional communication, emotional experience, emotional monitoring, emotive reasoning, emotional response, and empathy are more likely to be suitable to female students, and emotional expression has little difference in application to students in two genders, while the strategy of fear arousal shows opposite trend to other strategies, that is it is suitable to male students.(4) The demographic variables have influenced the use of strategies to some degree, among which the gender, teaching standing, school categories (key or non-key middle school), location of school (town or countryside), grade, and subject all have influence on the use of emotional strategy. Wheter the teacher is a class-teacher or not has no influence.(5) The frequency of each emotional strategy in different situations seems complicated. The five trategies of emotional response, emotive reasoning, emotional monitoring, rational-emotive regulation, and emotive attribution are more often used in the situation of school-weary. Emphathy is more suitable in the situation of test-weary. Fear arousal, and emotional expression is more oftern used in the situations of school-weary and aggressive behavior. The strategy of emotional communication is more used in school-weary and test-anxiety. Only the strategy of emotional experience has a balanced use in the three situations.