Primary And Secondary School Teachers In The Classroom Study Of Emotion Regulation

The emotion regulation is one of the important factors contributing to the teaching effectiveness. However, less study has been done to assess teacher's classroom emotion regulation. The present research aims at exploring the problem of teacher's classroom emotion regulation and its relationship with teaching effectiveness. There are three findings of this study in which the objects are primary and junior high school teachers.Firstly, based on the findings of previous studies, an emotion regulation teaching design was developed. The applicability and effectiveness of this design was verified in English teaching in middle schools. The outcomes of this study confirmed that this design could help the teachers to enhance the teaching effectiveness.Secondly, study the structure of the teacher's ability of emotion regulation in classroom .1 developed a Questionnaire for Teacher's Ability of Classroom Emotion Regulation based on the ideas of emotion regulation teaching design, previous research conclusions. The validity and reliability of the Questionnaire were tested. I then conducted the inquiry factor analysis of the data and discussed the structure of the teacher's ability of emotion regulation in classroom. From my study, the structure consists of the teacher's regulation on individual student's emotion, the teacher's regulation on the emotion of group students, and the self-emotion regulation of teachers themselves.Finally, I developed a Questionnaire of Student's Evaluation on Teacher's Ability of Classroom Emotion Regulation based on the content and outcomes of Questionnaire for Teacher's Ability of Classroom Emotion Regulation and the questionnaires of student's evaluation of teacher's teaching effectiveness. The validity and reliability of this questionnaire was verified by factor analysis. The results showed there were two factors in the questionnaire: the supportive emotion regulation of teachers and the destructive emotion regulation of teachers. This questionnaire has high validity and reliability. It could reflect the ability of teacher's ability of classroom emotion regulation.