Development And Preliminary Application Of The Questionnarie On Emotional Competence Of The Primary And Secondary School Teachers

Based on the previous studies of emotional competence, this study established the emotional competence questionnaire of primary and secondary school teachers. The purpose of the study was to explore the situation and attributions of emotional competence, and to provide suggestions on promoting teachers’professional accomplishment. First, based on the previous studies of emotional competence, the researcher analyzed the original stuff of interviews and opening questionnaire survey to construct the questionnaire of primary and secondary school teachers’emotional competence. Then the exploratory and confirmatory factor analyses were administrated to examine the construct of the questionnaire, and meanwhile the validity and reliability of the questionnaire were also analyzed. Finally, the situations of primary and secondary school teachers’emotional competence were analyzed deeply. The main results obtained were as follows:(1)The primary and secondary school teachers’emotional competence had a multi-dimensional structure, including self-awareness, self-management, social awareness and relationship management. The whole scale had21items, in which self-awareness subscale consisted of5items; self-management consisted of5items,; social awareness consisted of5items, and relationship management consisted of6items.(2)The analysis of reliability and validity of the questionnaire showed this questionnaire had a good reliability and validity, which meant it could be used to measure the emotional competence for primary and secondary school teachers. The internal consistency reliability of the questionnaire was0.948. The internal consistency coefficient of the four dimensions of primary and secondary school teachers’ emotional competence was among0.798and0.862; the half-split reliability was0.931. the half-split reliability of each latitude ranged from0.833to0.864.The confirmatory factor analysis showed that the fit indices were good:x2/df=2.33; NFI, NNFI, CFI, EFI were all over0.90; RMR=0.081; RMSEA=0.054, between0.05and0.08, which showed that the model was satisfactory.(3)The dimensions of self-awareness had significant difference on sex, education background and the degree of professional titles. The dimensions of self-management had significant difference on age, experience, type of school, the degree of professional titles. The dimensions of social awareness had significant difference on age, experience, the degree of professional titles, education background, type of school, school location. The dimensions of relationship management had significant difference on age, experience, education background, the degree of professional titles, school location.(4)Analysis on the data of the scale suggested that the emotional competence of the primary and secondary school teachers was relatively high, but the emotional competence could be influenced by the type of school, degree of education and work experience. So, the researcher advised that in order to promote teachers’professional identity and satisfaction degree, directs on teachers’ training of professional competence and career planning should be applied to teachers.