The Current Standards Of Senior High School Teachers’ Emotional Quality In Hebei Province

Teachers are the basis for the development of education.On January 20,2018,the "Opinions of the Central Committee of the Communist Party of China and the State Council on Comprehensively Deepening the Reform of the Teaching Staff Construction in the New Era" stated that it is necessary to build an education power and create a team of high-quality professional and innovative teachers who are satisfied with the party and the people.This is a higher requirement for the implementation of the strategic layout and overall layout of the Party Central Committee in the new era,and the realization of the great rejuvenation dream of the Chinese nation,and the quality of the teaching staff.It is also after the Central Committee of the Communist Party of China promulgated the "Decision on Deepening Educational Reform and Promoting Quality Education in an All-round Way." More than ten years of education reform and practice,summed up and explored major inspirations.Undoubtedly,the quality of teachers has become an important topic of concern to the whole society that determines the quality of education,the quality of people’s livelihood,and the quality of national development.Among them,in the socialist education and realistic education with Chinese characteristics,the emotional quality of teachers is considered to be an important part of teachers’ professional quality.It is related to the students’ physical and mental development,humanistic quality and character formation.It is related to Chinese traditional culture,socialist core values,and even world outlook and outlook on life.It is related to the historical responsibility and mission of cultivating socialist builders and reliable successors.Based on this,exploring the emotional quality of teachers has urgent social requirements and important practical significance.This article focuses on the emotional qualities of high school teachers in our province.Firstly,through literature review,we can understand the general connotation and research status of high school teachers’ emotional quality.Secondly,we use questionnaire method and interview method to investigate the emotional quality of high school teachers in our province,and analyze its internal structure,main features,educational role and problem.To find out the related factors and classifications that affect teachers’ emotional quality,try to propose ways and methods to strengthen teachers’ emotional quality construction,improve teachers’ excellent character,and do a good job in teaching and educating people.The main findings obtained are as follows:1.The overall level of emotional quality of high school teachers in our province is good.In the specific dimension,it is found that the scores of life emotions and interpersonal emotions are higher,and the respondents gave higher evaluations.which supported the teaching and educating characteristics of high school teachers in our province and played an important role in education;emotional ability and rational emotions were relatively good.Most of them are straightforward,but their vision is narrow and their flexibility is not enough.They are ranked second in the recognition of the respondents,but their scores are higher.Moral and professional emotions are weak,with simple and dedication,and Certain local attributes,which determine their level of thinking,professional awareness,educational ability and practice,are ranked third in the recognition of the respondents,but at the level of qualification.2.The emotional quality of high school teachers in our province is different because of the title,income,subject,and position.The teachers with high professional titles are significantly higher than those with lower professional titles.The teachers with higher incomes are significantly higher than those with low incomes.The main subject teacher is significantly higher than the associate teacher.The class teacher is significantly higher than the teacher who is not the class teacher.However,there are no significant differences in gender,education,age,school segment,teaching age,school nature,and school location.In specific dimensions,such as life emotions and interpersonal emotions,there is a significant difference between male high school teachers and female high school teachers.There is no significant difference between high school teachers without high school grades;high school teachers with different school positions have professional emotions,rational emotions and interpersonal emotions.High school teachers of different ages have significant differences in rational emotions.high school teachers in different sections also have significant differences in life emotions and moral emotions;high school teachers of different teaching ages have significant differences in intellectual and emotional,different schools High school teachers of nature have significant differences in intellectual and life emotions.3.The emotional quality structure of high school teachers in our province is historical and malleable.They can cultivate and optimize and even make important changes in different times,different situations,different identities,different positions and different requirements.