A Study On Training In Improving The Positive Emotions Of Primary And Secondary Teacher

Purpose: Conducting a survey of the positive mood of primary and secondary school teachers, based on the results of the investigation on the basis of the status quo and positive emotions expansion- construction theory, developing a community intervention program to enhance the positive emotions primary and secondary school teachers( referred to as the teacher in the behind) and verifying its validity.Method:Method One: Survey. Using Stratified sampling method randomly selected middle and high school teachers from two schools in Hangzhou as research object, with a total of 480 teachers in the survey.Taking the "Positive and Negative Affect Scale," "Chinese people happiness scale ", " self open questionnaire " as survey instrument.Taking the office or conference room as a unit, using a unified collective guidance language Surveying and the test time is five minutes. 480 questionnaires were issued, 396 valid questionnaires were recovered and the effective rate was82.5%.Method Two: Single group posttest experiment. Taking 36 teachers for the study.It use centralized group intervention for a period of 16 days with a total of eight times and every two hours.In the front group counseling, use for teachers’ Positive and Negative Affect Scale(PANAS) "and" Teacher Stress Scale "self-assessment. At the end of group counseling, use self " opinion group members’ short-term effects of group counseling assessment, including teacher satisfaction with group counseling,objectives and willingness to reach a degree of the knowledge and skills into practice and so on. Three months after the end of group counseling, use self "group member behavior feedback form" on the long-term effects of group counseling on track.The study also used qualitative research to assess the effect of group counseling.Qualitative research material has two resources: the first is the daily perception of feelings and experiences, analyzing to understand the teachers’ feelings and changes in group counseling process; the second is in the process of group counseling for teachers emotional changes were observed and recorded. analyzing qualitative data mainly from the teacher’s awareness of the positive emotions, feelings and positive behavior after upgrading generated positive emotions.Results:(1)、The overall situation of the status quo of teacher emotions: negat ive emotions reach the level of severity is upset, irritable, jittery, respectively 3.85,3.84,3.14;other negative emotions in general level; positive emotional reachthe general level is a vibrant, interesting, full of momentum, respectively are3.09,3.05,2.89, other positive emotions in the lower level.(2) 、An open-ended survey results: 35% of primary and secondary school teachers often experience a high degree of negative emotions, 40% of teachers occasionally experience t o a higher level of negative emotions, 25% of teachers occasionally to experie nce moderate the negative emotions; open two findings: the regulation of mood teachers frequently used methods are: depression, overeating, find alternative o bject, crying, breaking things, crazy shopping.(3)、Before and afterthe counselli ng, the Positive and Negative Affect Scale measurement data show that teache rs’ positive emotion significantly improved significantly and negative emotions reduced(negative emotions subscale t =-2.976, p<0.05 positive emotions subscale t =-3.235, p <0.05).(4) 、 Twice data results of teacher stress self-rating scale were significantly different, showed that group counseling after a significant reduction in pressure on teachers(t = 2.09, p <0.05).(5) 、 Group counseling test results show: 100% of the team members are very satisfied.(6)、 Group counseling delayed test results showed that 80% of the teachers to choose positive behavior very much and more.(7) 、Analyzing qualitative research data shows that teacher positive body language, verbal expression, positive behavior increased significantly.Conclusion:(1)、75% teachers expericed a lot of negative emotions and 25% teachers expericed middle-level negative emotions.(2)、Primary and secondary school teachers to use improper regulate emotions method and must be guided.(3)、This set of group counseling programt intenting to increase the positive mood of teachers is feasible and effective.(4)、The group training is valid to improve the positive emotions of primary and secondary teachers and thave a good long-term results.