A Study On Class-teachers' Emotional Competence In Secondary Vocational Schools

The class-teachers' professional quality has a great influence on the improvement of education quality as well as the physical and mental development of the students,especially in the secondary vocational schools where the structure of students resource is relatively complex.The physical and mental development of the students in such schools has its particularity,which requires higher quality teachers to guide them.So,enhancing the professional quality of the class-teachers has become a common concern from all walks of life.However,the current studies mainly focus on cultivate the class-teachers' professional skills,rather than their emotional literacy and competence.The class-teachers' emotional competence means the quality that the class-teachers should possess for achieving the educational purposes and effective management performance,which is related to emotion and includes knowledge,skills,motivation,trait and self-concept.As an important component of class-teachers' professional quality,it deserves further study.On the basis of analyzing the relevant concepts,the questionnaire survey and the interview are adopted to study the emotional competence of class-teachers in two secondary vocational schools,and the result shows that class-teachers' emotional competence has some significant differences in variables such as character,teaching age,educational background.Generally,class-teachers in the secondary vocational schools have a better opinion of their own emotional competence,however,some week points in which of them are indicated in the study: insufficient professional knowledge about emotion,low ability to regulate emotion,poor vocational motivation,limited reflection on emotional performance,lacking self-confidence,but a strong sense of inability.A finding,The class-teachers' emotional competence in the secondary vocational school is not only related to some internal factors including class-teachers' personal traits but the external factors such as the policy guidance and the education training mechanism,can explain why these week points exist.Finally,suggestions to promote the class-teachers' emotional competence in the secondary vocational school should be considered from the national policy,schools,individualsand so on.More specifically,strengthen guidance and encouragement with policy;deepen pre-service training and in-service training;establish the class-teachers' own emotional competency support system from the following steps: Firstly,enrich diverse areas of knowledge to improve their lever of emotional theory.Secondly,learn experience from multiple channels to master the emotional control strategy.Thirdly,take the initiative to adjust the mood to develop positive emotion.Fourthly,clear the role awareness to master the art of leadership.Fifthly,establish correct understanding to enhance the professional recognition.