The Relationship Between Personality Traits And Behavior Of The Preschool Teachers’ Praise

The classroom praise behavior of teachers refers to positive evaluation (including language,non-verbal) which is in favor of the teaching that teachers implement to students during class, previousresearch on early childhood teachers focus on the teaching process of classroom competence, classroommanagement, classification of education as well as interaction between the teachers and children in variousfields. While few studies involve preschool teachers’ praise behavior in classroom.This research aims toknow the praise behavior of the childhood teacher and the relationship between it and the personality byinvestigational and observational method.On this basis, providing countermeasures and suggestions toimprove early childhood teachers’ classroom praise behavior, and also raising a reference to promote thelevel of child care teachers’ professional development and enhance their mental health.In This research wo chose Sixty teachers as the subjects, Thirty green hand, thirty experienced.This research mainly use the observation and questionnaire investigation method, and two observatorsoperate the Observation as the normal teachers in classroom.They make record of the praise behavior byactive sampling and the questionnaire survey method (EPQ-RSC), what we had done before is for thepurpose on understanding the personality traits of the subjects. After Analysis of the results observed anddiscussed the preschool teachers’ praise behavior and the relationship between behavior and personalitytraits. The main results are as follows:First,the praise times among each dimensions of praise behavior for children teacher on class isdifferent.Personal praise is higher than collective recognition, the verbal praise is higher than non-verbalpraise, classroom content above constraints discipline and other topics, positive praise is higher than thatof neutral praise and negative praise.personal preference is higher than results orientation and processorientation.Second,The times of praise in the classroom behavior, in addition to the personal orientation newpreschool teachers are higher than the experience in other dimensions; New and experience are significantdifference in constraint discipline, class content and other topics.Third, the times between different dimensions of praise behavior and the trait of different teacheris different and the different is significant. Fouth,the nervous of the personality trait has an significant predictive effect on theindividuals’praise behavior and positive feeling.