| The purpose of this study is to understand the current situation of primary school teachers’ emotional intelligence through survey data,and to analyze the differences between primary school teachers’ emotional intelligence and job performance in demographic variables.Through combing the existing literature,it is found that the current research on emotional intelligence lacks dimension differentiation,which is single and general,especially the research on the relationship between teachers’ emotional intelligence and job performance is almost blank.Therefore,this study will explore the relationship between primary school teachers’ emotional intelligence and job performance,analyze and discuss the research data,and finally put forward suggestions to improve primary school teachers’ emotional intelligence and job performance,so as to optimize the construction of primary school teachers’ talents and improve the quality of primary school education in China.In this study,literature survey,questionnaire survey and statistical analysis were used.Through reading a large number of relevant literature materials,the questionnaire was synthesized by emotional intelligence scale,job performance scale and job satisfaction scale,which was distributed and collected to primary school teachers in service.SPSS data processing software was used for statistical analysis,and the conclusions were as follows:(1)The emotional intelligence scale,job performance scale and job satisfaction scale used in this study can be used to measure the emotional intelligence,job performance and job satisfaction of primary school teachers,and the reliability and validity of the questionnaires compiled by them are ideal.(2)At present,primary school teachers’ emotional intelligence is generally at a medium level,and besides their ability to perceive self-emotions,there is much room for development in identifying and evaluating other people’s emotions,monitoring their own emotions and developing their ability to use emotions to motivate themselves.Primary school teachers’ job performance is generally at the middle and high level,among which the level of teachers’ task performance is slightly lacking.Primary school teachers’ job satisfaction is generally at the middle level,and the satisfaction level of colleague relationship is higher than that of leadership,salary and welfare,promotion system,etc.(3)The emotional intelligence level of primary school teachers has significant differences in gender,age,educational background,teaching years and professional titles,but there is no significant difference in other demographic variables involved in this study.There are significant differences in gender,educational background,teaching years and school location.There is no significant difference in other demographic variables involved in this study.There are significant differences in primary school teachers’ job satisfaction in terms of age,teaching age,school location and professional title.There is no significant difference in other demographic variables involved in this study.(4)All dimensions of emotional intelligence and job performance of primary school teachers are positively correlated.All dimensions of emotional intelligence and job satisfaction of primary school teachers are positively correlated.Combined with the above research results,this paper expounds the necessity of improving teachers’ emotional intelligence from the aspects of primary school teachers’ own development and primary school teachers’ team construction.The author made a simple interview with five random primary school teachers,trying to understand their demands for improving emotional intelligence and job performance from the perspective of primary school teachers,and put forward suggestions for improving teachers’ emotional intelligence and job performance at the teachers’ and school levels.Finally,the shortcomings of this study are expounded: lack of qualitative research,the number of samples needs to be increased,the gender ratio of subjects is unbalanced,and the sources of subjects are limited.The innovations of this study are as follows:(1)First of all,there are relatively few studies on teachers’ groups in such topics,and there is also a merger study on bringing primary school teachers into a large group of primary and secondary school teachers.However,is the research conclusion about primary and secondary school teachers equally applicable to primary school teachers?What is the real situation of primary school teachers? This study gives the answer through field investigation and empirical research.(2)Secondly,this study adds the variable of job satisfaction on this basis.Previous studies have not involved these three variables at the same time,so this study enriches the related research of emotional intelligence.(3)Finally,this study verifies that the existing emotional intelligence scale,job satisfaction scale and job performance scale are equally applicable to the measurement of emotional intelligence,job satisfaction and job performance of primary school teachers. |
