Adapt To The Study Of The Relationship Between The Leadership Behavior Of Urban And Rural Teachers And Junior High School Emotions

Adjustment is the external manifestations of the psychological health, including the physical adjustment,emotional adjustment,living adjustment,learning adjustment, social adjustment and so on.However,it is a good prerequisite for students to adapt to school lives to have a positive emotion.Because many researches have showed that emotion and the physical and mental health of junior high school students have close relationship with each other.And adolescence is called as the "violent storms" period of their physical and mental development,with the characteristics of emotional impulse and extreme emotional experience.Thus,their problems of emotional adjustment have been concerned widely.As for loneliness and social anxiety,it is an adverse emotional state that the junior high school students often taste,and it is usually influenced by the factors of human relationships, environment and education.Moreover,the loneliness in school,is usually a result of the human relationships, considered as an individual forms resentful subjective emotion of loneliness,loss and alienation when he or she perceives social status and academic achievement in their own peer groups (Hong Zou,1998).While social anxiety refers to an emotional reaction and an evasive behavior that someone's self-esteem and self-confidence is set backs,or someone's sense of failure and guilt increases , or someone feel nervous or fear when one faces one or more communicational situations.Many studies have found that loneliness and social anxiety of the middle school students have great influence on peer relations and academic achievement.Therefore,in a number of emotional variables,it can be used as an important indicator to test the emotional adjustment of the junior high school students. In schools,it is one of the most important factors for teachers to influence students'emotional behavior.Because since children begin to go to school,the teachers gradually become important in their lives, the teachers would influence their learning, feelings, attitudes,behaviors and so on in their daily life.Thus,the students'emotional adjustment,of course,will be influenced by the teachers'leadership behaviors.While in our country,the research of the teacher leadership behavior could be traced back to 1939. K. Lewin, German psychologist, and his colleagues,putting power as the basic variables , divided teacher leadership behavior into democratic leadership behavior,authoritative behavior and laissez-faire behavior.And for the relationship of the teacher leadership behavior and students'school pressure,school adoption and peer relations,they all study very deeply.But from longitudinal point of view to study the relationship of teacher leadership behavioral patterns and junior high school students'emotional adjustment,is still relatively small.In view of this,this thesis will explore the teacher leadership behavior patterns and the emotional adjustment that the students have perceived with developing ways,and studies how the longitudinal changes of the teacher leadership behavioral patterns of the past year influence on urban and rural middle school students'emotional adjustment.The main conclusions of this study are as follows:(1) The democratic behavior that urban and rural middle school students'expect to teachers is generally more than the democratic behavior they perceived, but the authoritative behavior they expect to teachers is generally less than the authoritative behavior that they perceived;(2) The laissez-faire conduct that urban junior high school students'expect to teachers is more than the laissez-faire conduct that they perceived,while the laissez-faire conduct that rural junior high school students'expect to teachers is less than the laissez-faire conduct that they perceived;(3) As for junior high school students'social anxiety,the fear of negative evaluation scores higher than that of evasive and social distress.As for the loneliness,social competency assessment for junior high school students scored the highest, followed by the pure sense of loneliness,and the next is peer evaluation.The lowest score is the unmet social need.On the whole,the ability of urban Junior high school students'emotional adjustment is generally lower than that of rural junior high school students'emotional adjustment; (4) Under the democratic teachers'leadership behaviors,urban and rural middle school students'emotional adjustment is good.On the other hand ,under the authoritative and laissez-faire teachers'leading behavior patterns,urban and rural middle school students'emotional adjustment is bad.(5)Junior school students'emotional adjustment is the worst when they face the teachers'leadership behavior transition from the democracy to the authority or laissez-faire type.Junior school students'emotional adjustment is the best when they face the teachers'leadership behavior transition from the authority or laissez-faire type to the democracy.(6)Under the condition of democratic teachers'continual teacher leadership behavior, loneliness scores of junior high school students declined; however,under the condition of authoritative and laissez-faire teachers'continual leadership behavior, social anxiety and loneliness scores of middle school students increase.