Teachers' Classroom Emotional Management Ability And Its Response To The Student Classroom Problem Behavior Research

Although the reform of the new curriculum is in progress, but we still need to pay more attention to the teachers’ emotions. As we all know, teacher’s emotions affect its classroom teaching in certain ways. In order to improve the quality of teaching, and provide strategy and the tactics of the emotional management for teachers, so this article, to be more teleonomy, focused on the teachers’ classroom management. Students’ classroom behavior problems have been most annoying the teachers and it often leads to teachers’ emotional outburst, which causes the teachers’ attribution and coping irrationally. Therefore, the author put the students’ classroom behavior problems along with teachers’ emotional management, and looking forward to a new exploration.For that reason, this study used literature analysis questionnaire and situational experiment method, through the question, previous literature analysis, interview and open questionnaire investigation and expert demonstration programs, to construct the teachers’ dimension structure of its classroom emotional management and draw the questionnaires about the teachers’ emotional management abilities, and though the situational experiment, we explored the link between its behavior problems, conclusions are as follows:(1)The teachers’ classroom emotional management questionnaire includes four dimensions:emotional evoking、emotional maintain、emotional suppression and emotional elimination. The questionnaire has good reliability and validity, and it can be used as a tool to measure the class emotion management ability.(2)Measurement results showed that according to different teaching age and urban-rural differences, its classroom emotional management abilities had significant variation. Teachers over 20 years school age, their score in all four dimensions, it was higher than the teachers less than 20 years school age. There was no significant difference in other school age. The average score of the urban teachers was higher than the towns and rural teachers, which there was no significant difference between the last two. Female teachers’ score in emotional maintain was significantly higher than male teachers, middle school teachers’ score in emotional evoking was significantly higher than primary school teachers’.(3)Teachers with different classroom emotional management abilities, its attribution had significant difference. In the situation of talking freely, the teachers with higher score tended to pay more attention to teachers’ factor while the teachers with low score tended to pay more attention to family factor. In the situation without teachers’participating in tasks, the high score group were inclined to be ascribed to family factor, and low score group teachers’factor.(4)Teachers with different classroom emotional management abilities had significant different coping style towards classroom behavioral problems. In general, teachers with higher classroom emotional management ability, used more indirect coping style, such as remind、suggestion、communicate after class, while the teacher with lower classroom emotional management ability,used more direct coping style, such as criticizing students or even informing parents.