网络分析中国学前教育教师的情绪智力
Sha Xie1, Beiyi Su1, Siman Yang1
1Faculty of Education, Shenzhen University, Shenzhen 518060, China.
Behavioral sciences (Basel, Switzerland)
|January 8, 2025
概括
情绪智能对教师至关重要,并影响学龄前儿童. 通过专业发展提高教师的情感智力,提高了孩子的福祉和社会情感技能,学校的联系和教学的乐趣是关键因素.
科学领域:
- 教育心理学教育心理学
- 社会情感学习 社交情感学习
- 教师专业发展教师专业发展
背景情况:
- 情绪智能 (EI) 显著影响教师的职业生活和学龄前儿童的社会情绪发展.
- 了解教师中EI组件的复杂网络对于幼儿教育 (ECE) 至关重要.
研究的目的:
- 探索前线中国教师情绪智能组件的网络分析.
- 识别教师的情绪状态网络中的关键元素和相互联系.
- 检查EI网络中的职业阶段差异.
主要方法:
- 使用网络分析对2069名前线中文教师进行了初学者,高级初学者和合格的职业生涯阶段的分析.
- 这项研究考察了情绪劳动,情绪调节,职业福利和职业身份之间的关系.
- 统计分析确定了EI网络中的关键元素和最强的连接.
主要成果:
- 教学的乐趣,角色价值和专业价值成为ECE教师情感网络中的关键元素.
- 在学校连接和教学乐趣 (r=0.474),表面表演和自然表演 (r=0.419),以及专业价值和行为 (r=0.372) 之间观察到最强的联系.
- 跨职业阶段的教师表现出类似的EI网络特征.
结论:
- 教师的情绪状态网络表现出跨职业阶段的共同特征和相互连接的机制.
- 有针对性的专业发展来增强EI可以改善教师的福祉和ECE结果.
- 促进学校连接和减少情绪劳动的政策对于持续的教师快乐至关重要,特别是对新手教师来说.
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