A Study On Teachers’ Unhealthy Emotions In Class

Recently there is an increasingly intensified call for the new curriculum reform and the reform has been carried out to a certain degree in many elementary and secondary schools. Teachers are facing much more pressure during the reform while they already undertake heavy teaching tasks. Instability and uncertainty in the new curriculum reform. Teachers’emotions are along with the whole process of teaching, which makes it an important factor in determining the effect of teaching activity. However, most teaching in practice had been ignored the existence of teachers’emotions. The impact of emotions on teaching was underestimated. Teachers were always forced to wear a positive attitude in teaching and unhealthy emotions were largely refrained. This situation neglects the humane needs of teachers, loses teachers’authentic self, and hinders the healthy development of teachers. Moreover, deep communication and exchanges were also affected. Therefore, a study on teachers’unhealthy emotions seems extremely urgent.Through investigation and researches on teachers’unhealthy emotions of R junior middle school, this thesis tries to find out the manifestation of teachers’unhealthy emotions, analyses their influencing factors, and proposes improvement strategies. This study adopted the method of empirical investigation---the author conducted a questionnaire survey in R junior middle school from September,2015 to October,2015; observation of random selected classes was conducted to comprehend the manifestation of teachers’unhealthy emotions and their impact on teacher-student relationship and effects of teaching activities. Positive and negative affect schedule (PNAS) was used to measure the emotional state of teachers. Social support research scale (SSRS) was adopted to measure the support from families, friends, colleagues, and superior leaders, reflect different types of supports, and explore influencing factors on teachers’ unhealthy emotions.This study found that unhealthy emotions has a proportion of 42.3 percentage in all teachers’emotional states, which illustrates that teachers always have unhealthy emotions during their work and it is causing negative impacts on the teaching activities. Manifestation of unhealthy emotions involves depression, anger, anxiety, nervousness, excessive positive emotions and etc... Influencing factors were analyzed from the internal causes of teachers themselves and external reasons such as schools, society, government and etc. The study found that teachers’different temperaments and dispositions, lack of professionalism, conflicts between multiple roles, and etc. would lead to anxiety, nervousness, sadness and other negative emotions. Seen from the external perspective, heavy teaching pressure, software and hardware facilities of schools, students’ classroom behaviors, teachers’ social status, high expectation from society, and low payment are the major reasons to teachers’ unhealthy emotions. Through observation and interviews, this study got to know the negative impact of unhealthy emotions on teachers, which includes being harmful for teachers’ psychological development, influence the quality of teaching activities, sabotage to teacher-student relations, hind the healthy development of students, and etc.Corresponding improvement strategies were proposed targeted on teachers’ unhealthy emotions. Detail measures are to enhance teachers’ ability in handling the classes, improve teachers’ professionalism, establish a correct view of being a student, provide a comfortable working environment for teachers, strengthen the emotional management education on teachers, set relevant curriculum, understand and respect teachers’ efforts and output, improve teachers’ social status, strengthen home-school communication, a good family education on students, a reasonable expectation of teachers’ social positioning, and etc.This study found that emotion is along with the whole process of teaching activities and retains a crucial factor in influencing teaching quality. Therefore, attentions must be paid to teachers’ unhealthy emotions. Teachers themselves need to learn to adjust their own emotions, while schools, governments and society need to provide more understanding and assistance. A united force is key to the improvement of the quality of teaching activities.