The Relational Study Between Teachers’ Emotional Competence,Classroom Teaching Strategy And Teaching Efficacy

Affected by many adverse factors, emotion has been overlooked for a long time in the air of educational psychology. Until the wave of emotional intelligence research, researchers realize the importance of teacher’s emotional competence. Now emotional competence is the focus of psychology of teacher abroad, however previous studies pay more attention to the construction, the correlation with some working variables and the intervention of teacher’s emotional competence. There is little study about the mechanism between teacher’s emotional competence and cognitive ability.Cognitive ability and emotional competence are both significant teaching ability for teachers, witch determine the success or failure of teaching. There has been a large number of evidence suggests the complex interaction between the emotion and cognition, yet it’s still a mystery in the teaching situation. In order to find out this problem, we explore the mechanism of emotional competence and cognitive ability with four studies. In the first study, we develop a scale of teacher’s emotional competence; then we construct the scale of teacher’s classroom teaching strategies which will be used as the measure tool of teacher’s cognitive competence in the second part; next we try to work with structural equation model to search the relation between emotional competence and cognitive ability base on study one and study two; finally we probe the impact of teaching efficacy which is a special belief on relation between teacher’s emotion and cognition to deep research.The result show that:(1) teacher’s emotional competence consists of teacher’s own emotional recognition, own emotional expression, own emotional regulation, discrimination of student’s emotion, empathy and management of student’s emotion;(2) teacher’s classroom teaching strategy is made up of management strategy, motive strategy, teaching method and guiding strategy;(3) teacher’s emotional competence has significant impaction on classroom teaching strategy, each component of emotional competence plays a different effect among the process, which is showed that discrimination of student’s emotion and teacher’s own emotional recognition occur first in the sequence of emotional competence, discrimination of student’s emotion has direct effect on empathy which together with teacher’s own emotional recognition acts on teacher’s own emotional expression, and teacher’s own emotional expression will directly affect teacher’s own emotional regulation, then teacher’s own emotional regulation affect classroom teaching strategy through management of student’s emotion;(4) teaching efficacy plays a mediating role and moderating role between emotional competence and classroom teaching strategy, which suggests emotional competence could affect classroom teaching strategy via teaching efficacy, in addition, teaching efficacy would moderate the relation of emotional competence and classroom teaching strategy, the stronger teaching efficacy, the bigger effect of emotional competence on classroom teaching strategy.