The Correlation Between Emotional Intelligence And Teaching Efficacy Of High School English Teachers

The Professional Standards for Middle School Teachers（Trial）（2012）issued by the Ministry of Education put forward clear requirements for teachers’ personal cultivation and behavior,pointing out that middle school teachers should be good at self-regulating their emotions and keep a peaceful attitude.Based on this reason,more and more researchers have begun to pay attention to emotional intelligence of middle school teachers,because it not only affects teachers’ own cognitive ability and intrinsic motivation,but also has a great impact on students’ mental health and teaching efficacy.The study investigated 150 high school English teachers’ emotional intelligence and teaching efficacy,and analyzed the relationship between the two,aiming to provide some reference for the research on the professional development of foreign language teachers of basic education from the perspective of teachers’ emotions.The study contains three research questions :（1）What is the general situation of emotional intelligence among high school English teachers?（2）What is the status quo of high school English teachers’ teaching efficacy?（3）What is the correlation between emotional intelligence and teaching efficacy of high school English teachers? The Emotional Intelligence Questionnaire for High School English Teachers used in the study is adapted from the Emotional Intelligence Questionnaire for Primary and Secondary School English Teachers compiled by Yao Jihai and Guan Haijuan,and the Teaching Efficacy Questionnaire for High School English Teachers compiled by Mu Liyuan and Zhu Huahua.The researchers tested the reliability and validity of the questionnaire respectively,which met relevant standards.The results show that :（1）The emotional intelligence of high school English teachers is above the average level.High school English teachers of different genders and teaching experiences have significant differences in emotional perception,emotional understanding,emotional utilization,emotional regulation and emotional intelligence.However,there is no significant difference in the dimensions of emotional intelligence and the overall level of emotional intelligence among high school English teachers with different educational backgrounds and professional titles.（2）The teaching efficacy of high school English teachers is above medium level,in which the application of teaching skills and strategies have the highest teaching efficacy,and the materials processing has the lowest.There are significant differences in gender and teaching experience,but no significant difference in educational background and professional title.（3）High school English teachers’ emotional intelligence and its dimensions are significantly positively correlated with teaching efficacy and its dimensions.Among them,emotion regulation of emotional intelligence has the greatest influence on teaching efficacy.Emotional intelligence of high school English teachers can positively predict teachers’ teaching efficacy.Based on the survey results,the following suggestions are proposed:（1）Teachers should actively participate in the training and learning activities of improving emotional intelligence and master the strategies of emotional regulation.（2）Schools can try to build a perfect caring system and create diversified learning opportunities for emotional management.（3）The relevant administrative departments should establish a solid emotional management and support system for teachers.