Research On Teacher Emotion In Teaching

Teaching is an emotional practice,and the uniqueness of the teaching profession lies in its ability to provide emotional support for students.Although there is no clear definition of what teachers’ emotions state should be presented,the fact is that teachers have long been wrapped up in multiple emotional rules that dominate emotional expression.This research focuses on teacher emotion in teaching.First,the realistic sample state of teachers’ emotion is presented through a large-scale sample survey.Secondly,the factors that affect teachers’ emotions in teaching are analyzed.On this basis,Analyze the internal generating mechanism of teachers’ emotion in teaching.Furthermore,deconstruct the process of teacher emotional construction and adjustment.Finally,based on the rationality of emotional existence in teachers’ professional development,some strategies to improve teachers in teaching.This research is based on emotional genealogy theory and emotional labor theory,and is based on qualitative research,supplemented by quantitative research.In this research,1765 primary and secondary school teachers were surveyed and semi-open interviews with 23 teachers were conducted.The results found that:（1）In the emotional state,teachers’ emotions in teaching are stable and positive,with little fluctuation.Among them,teachers enjoy the teaching process,satisfied with the teaching methods,hide anxiety and suppress anger in the teaching.（2）In the use of emotional strategies,teachers use more natural behavior and deep playing strategies for emotional regulation.Specifically,teachers use natural behavior strategies to express real emotions,use surface play strategies to hide negative emotions,and use deep play strategies to adjust their own emotions.（3）In terms of emotional composition,it presents obvious group characteristics.Among them,Surface-anxiety teachers hide negative emotions in teaching,anxiety and anger are higher than satisfaction and enjoyment.Natureenjoyment teachers express true emotions,be more satisfied and enjoy teaching.Deepanxiety teachers are good at regulating the real emotions,more anxious,so more emotional exhaustion.Based on the questionnaire survey and interview results,the researchers found that there were three main influencing factors.Including organizational factors,subject factors and teaching factors.（1）Organizational factors include the limitation of social and cultural rules,the formation of school atmosphere and the influence of classroom environment;（2）Main factors cover four dimensions: teachers ’interpersonal boundaries,students’ participation status,parents ’support for work and communication and cooperation;（3）Teaching factors are manifested in teachers’ lesson preparation,subject attributes and content nature,and key emotional events in teaching.The generation of teacher emotion has its internal principle,so this research explores the generation mechanism of teacher emotion in teaching from the theoretical level.On the one hand,emotion,as a teaching resource,needs to maintain a balance between loss and gain.It is a common practice for teachers to separate life emotions and professional emotions and maintain an appropriate psychological distance from students.On the other hand,emotion,as a spiritual gift,can be exchanged or presented.In teaching,teachers’ true self is a kind of emotional gift,and the way to obtain spiritual motivation is positive emotional feedback.On the basis of investigating the status of teachers ’emotion,analyzing the influencing factors and exploring the generating mechanism,this research further analyzes the construction and adjustment process of teachers’ emotion in teaching.（1）Cause: Feel the emotional rules.Teaching cognition is the built-in environment of feeling emotional rules,educational norms are the explicit requirement of feeling emotional rules,and social culture is the implicit constraint of feeling emotional rules.（2）Process: Choose emotional strategies.Teachers use natural behavior to express real emotions,use superficial play strategies to deliberately disguise emotions,and use deep play strategies to purposefully decorate emotions.（3）Results: Conduct emotional expression.relax the degree and put freely are result of teachers adapting to the emotional rules;mutual kindness and closeness are the understanding of emotional strategies;"pain and happiness" is the consistent emotional experience.Based on the above analysis,the present research proposes strategies to improve teachers’ emotional state in teaching:（1）Adjust teachers ’cognition of emotional expression rules: design emotional training courses,adjust teachers’ teaching cognition;compile emotional guidance manual,deepen teachers’ understanding of educational norms;break social emotional prejudice,and create a cultural atmosphere of respecting teachers and doing good.（2）Improve teachers ’emotional state in teaching: establish emotional counseling mechanism,alert teachers into psychological islands;avoid excessive emotional consumption,reduce the work pressure brought by non-teaching affairs;provide social emotional support to relieve teachers’ anxiety in teaching.（3）Guide teachers to choose appropriate emotional strategies: surface-anxious teachers encourage deep play and adjust negative emotions;deep-anxious teachers adjust surface play,compensate emotional resources and enhance emotional resilience;natural-enjoying teachers optimize natural behavior and reserve positive emotional resources.