Researching On Improving Teachers’ Emotional Management Ability

With the frequent occurrence of education reform, the prominent features of only-child, the continuous improvement of society expectations for the teacher, as the main participants and implementers in educational activities, teachers not only faced with increasingly complex teaching situations but also taken more management responsibilities and tasks of teaching; At the same time, as a member of society teachers also played other social roles, such as:Wife, husband, parents, children, leaders, colleagues.... The responsibilities and obligations assumed by different roles, and the conflicts and chosen between these roles all caused teachers many contradictions in their life and work, and triggered a series of emotional response. Especially the middle school teachers in compulsory education bore the complex and onerous educational task, and with high intensity work, complex work process, long cyclical, lack of timely recognition of achievement. Meanwhile, at the present stage of middle school teachers also faced enormous academic pressure, and various stress situations caused the teachers’ emotional problems become increasingly prominent and accumulation, triggered mood disorders and emotional exhaustion, resulted apathy and burnout. The teachers’ emotions throughout all aspects of educational activities influenced the smooth development of educational activities and improvement of teaching effectiveness. Therefore, concerning teachers’ emotions and emotional management is particularly important and urgent. As emotional management ability embodied and applied in education field, the teachers’emotional management ability have connotation with distinctive educational attributes and characteristics. Firstly, the paper logical integrated and system elaborated the connotation, values, and affecting factors of teachers’ emotional management ability; Secondly, making the emotional psychology, emotional intelligence theory, psychotherapy theory and management theory as the theoretical basis, according to the intelligence three-dimensional structure theory and the information processing theory to build teachers’ emotional management ability, that is, from the object dimensions (teachers themselves, individual students, student groups), the content dimension (positive and negative emotions) and operating dimensions (emotional perception, emotional understanding, emotional expression, emotion regulation) three dimensions to construct teachers’ emotional management ability. Then, taking XX Middle school as an example, trying to apply the case study method, taking part in the study objects’ activities as a training teacher role, comprehensive using literature method, interviews method and classroom observation method to collect data, and through the data collation and analysis of data found that:in xx middle school, the teachers’ emotional management ability existed these problems such as closed, biased teachers’ emotional management mentality, deficient and weak teachers’ emotions and management knowledge and single, rigid teachers emotion regulation strategies. Tracing the source, these mainly caused by the "differences" of teachers’temperament types, the "non-compliance" of teacher professionalism, the "absence" of school’s emotional management as well as the "incomplete" of teacher training system. Finally, as an ability of processing and handling emotional information in teaching, the teachers’ emotional management ability can be cultivated and improved through their own efforts and the creation of appropriate external environment. The development and improvement of teachers’emotional management ability need not only the social concerns and supports, which providing favorable external conditions, but also the teachers themselves’active learning and constructivism in social life and teaching practice.