中小学教师情绪智力与教学效能感的关系研究——以北京市朝阳区为例

通过问卷调查的方式考察了北京市朝阳区596名中小学教师的情绪智力和教学效能感情况。研究结果发现:(1)朝阳区中小学教师的情绪智力处于较高水平;(2)朝阳区中小学教师的教学效能感呈现中等偏上水平,其中个人教学效能感要高于一般教学效能感;(3)教师年龄、教龄、学校类型与教师情绪智力有关,性别、学段与情绪智力无关,年龄、教龄、是否担任班主任、学历与教师个人教学效能感有关,性别、学段、学校类型与教师教学效能感无关;(4)教师情绪知觉、情绪理解、情绪管理与个人教学效能感呈现显著的正相关,教师情绪理解和情绪管理能够正向预测教师个人教学效能感(解释率为31.4%)。

Relationship between Teachers’ Emotional Intelligence and Teaching Efficacy in Primary and Secondary School---Illustrated by the Example of Chaoyang District

In this study, we measured 596 teachers in primary and secondary schools of Chaoyang District in Beijing to investigate the relationship between emotional intelligence (EI) and teaching effica-cy (TE). The results are as follows:(1)Teacher’s emotional intelligence in Chaoyang is high, their teach-ing efficacy is a little bit higher than the middle value, and personal TE (PTE) is higher than general TE (GTE). (2) For the EI, we found age difference, seniority difference, and school type difference, while we didn’t find any gender difference and school stage difference. For the TE, there’s a significant difference for PTE in the aspects of age, seniority, whether to be head teachers and education back-ground, there’s no significant difference for TE in the aspects of gender, school stage and school type. (3) Emotional perception, emotional understanding and emotional management have a positive correla-tion with PTE, which can be predicted by emotional understanding and emotional management positively (R2=0.314, P<0.001).