Relationship Among Emotional Intelligence,Social Support And Job Performance Of Primary School Teachers In Lhasa

Primary education is related to everyone,is the basic project to improve the national quality and realize the prosperity of the country,and also the basis for the strategic competition of all countries.In the past 70 years of peaceful liberation,the State Council of the CPC Central Committee has established an educational system with Chinese characteristics and Tibet characteristics in accordance with local conditions and local conditions in accordance with the unique geographical conditions and economic conditions of the Tibet Autonomous Region.The relationship between emotional intelligence and work performance of primary school teachers is a hot topic in the field of education.This study takes Lhasa primary school teachers as the research object.Through questionnaire survey and case interview,the relationship among emotional intelligence,social support and work performance of primary school teachers in Lhasa is studied to understand the current situation of emotional intelligence,social support and work performance of primary school teachers in Lhasa After the comprehensive arrangement of the current research and interview results,the paper puts forward some countermeasures and suggestions to promote the development of primary school teachers' work performance,in order to provide some reference for strengthening the construction of basic education teachers and improving the quality of education and teaching in Lhasa.In this study,Lhasa primary school teachers in emotional intelligence,the overall score is high,in the upper middle level,indicating that Lhasa primary school teachers' overall emotional ability is good.The score of social support of primary school teachers is in the middle level,which indicates that the overall evaluation of social support of primary school teachers is average.In the aspect of work performance,the score of primary school teachers is above the middle level.The highest is the promotion of interpersonal communication,and the lowest is task performance evaluation,which indicates that the primary school teachers participating in the survey are outstanding in interpersonal communication,but poor in work performance.Specifically,there are significant differences in emotional intelligence among primary school teachers in gender,nationality and age.Differences in social support:there are significant differences in the age of primary school teachers' social support.Differences in work performance: there are significant differences in the work performance of primary school teachers in nationality and education background.In addition,there is a significant positive correlation between emotional intelligence and job performance of primary school teachers in Lhasa.There is a significant positive correlation between each dimension of emotional intelligence and each dimension of job performance of primary school teachers.There is a significant positive correlation between social support and job performance.There is a significant positive correlation between emotional intelligence and social support.The mediating effect analysis shows that social support plays a mediating role in the relationship between emotional intelligence and job performance.The interview found that primary school teachers in Lhasa,whether in urban areas,counties or agricultural and pastoral areas,have heavy teaching tasks,and the time allocation in schools is basically teaching tasks and student management.Second,most of the teachers have good emotion management ability,but they have poor coordination ability between family and work,and they have better subjective sense of social support.Third,among the factors that affect teachers' emotional intelligence,some teachers reflect that the teaching task is too heavy and they have to undertake a lot of teaching tasks,some teachers mention too many meetings arranged by the school,and some teachers mention that teachers need to invest a lot of energy in the management and education of students.Fourth,the four teachers in the interview have a good degree of work completion,but a low degree of acceptance of new tasks.Therefore,it is suggested to reduce the differences in emotional intelligence and job performance of primary school teachers in Lhasa on the one hand,and promote the improvement of job performance of primary school teachers in Lhasa from three aspects of government,school management and personal cognition on the other hand.