Research On The Development Of Teachers’ Emotional Intelligence

It is well-known that the essence of education is supposed to be the awakening and responding of emotion. It has reached a consensus among the public that emotion is playing an increasing significant role during the whole process of education. Nevertheless, in conventional education, requirements and trainings for teachers’ quality in terms of emotion cultivation has been absent for such a long time, which is right the factor that results in the bottleneck of improving the education quality as well as one of the roots that lead to the unhappiness and annoyance of educational life for both students and faculty. Under the demands of educational reforms for improving education quality and building pleasant schooling life for students and faculty, the "development of teacher emotional intelligence" proposed by this thesis points to the whole process of effective sensing, expressing and regulating emotions for teachers in specific teaching contexts. Its nature lies in pursuing purposefulness and lawfulness of teachers’emotion. Currently, research and focuses on teachers’ emotional intelligence not only correspond to the advancement of the entire society and teachers themselves, but display a wide range of theoretical and practical value.Although direct research achievements on teachers’emotional intelligence at present are very rare, the theory of "emotional intelligence" and the "emotional labor" theory respectively provide the advancement of teachers’emotional intelligence with ontological basis and practical norms. Understanding education, as the multi-dimensional guidance for teachers’emotional intelligence, emphasizes building an understanding education relationship on the basis of the formation of comprehensive conception. Understanding education focuses on constructing an educational relationship with a comprehensive understanding as well as pursuing the scientific understanding, cultural understanding and practical understanding of education. It seeks truth from the facts in different levels, such as teaching, educating, and management. Understanding education seeks the "mutual benefits" of faculty and students more than the "benefits" for faculty and students separately. From the perspective of cognation, methodology, and practice, understanding education respectively delivers many positive insights on the emotional perception, expression and regulation of teachers.Apart from mapping out the theoretical basis for the advancement of teachers’ emotional intelligence, this thesis prepares related questionnaire in the perspective of faculty and students. By examining the actual condition of "teachers’emotional intelligence" in the context of reality, this thesis attempts to explore realistic basis for the advancement of teachers’emotional intelligence. In the questionnaire for faculty, it mainly explores their awareness for the significance of teachers’emotional intelligence and their recognition for this concept. Plus, it includes the perception, expression and regulation situation of teachers’emotion in daily regular teaching as well. The survey results indicate that there is a deviation in teachers’perception for emotional intelligence. Their understanding still stagnates on the conventional perceptions that "the capability of teachers lies in their knowledge and skills"and"the art of teaching is authority". This illustrates that, their awareness for the significance of emotional intelligence and their recognition for this concept is not adequate. Problems like "difficult in rejecting personal preference" and "hard to cover anger up" in the emotional expression is protruding. Besides, for teachers the activeness to regulate emotion is enough but the result is frustrating. For students, both positive and negative emotion of teachers can exert a strong impact on them. Meanwhile, emotional demands of teachers for teachers are diverse, but on the other hand, they have focuses as well. The strongest emotional demands of students for teachers are the longing for care, encouragement and respect.Under the strong support of the findings, the author devotes herself to explore effective methods and strategies for teachers’emotional intelligence. One of advocates is to build a system to make sure the construction of teachers’emotional intelligence under the joint efforts of training system reform and evaluation system optimization. Meanwhile, this thesis suggests maximizing the consciousness and initiative of teachers by multiple ways and laying a good main supporting conditions and external supporting conditions for the advancement of teachers’emotional intelligence by employing the innovation in education conception and the appropriate guidance of public opinion.