The Influence Of Kindergarten Teachers' Self-efficacy On The Mood Of The Class

Teachers' sense of self-efficacy is closely related to educational behavior and teaching effectiveness in educational activities.A large number of studies have found that teachers with higher self-efficacy can solve problems more effectively in educational activities,reflecting more active teaching behavior and higher teaching effectiveness.A good emotional climate also contributes to the development of children's social emotional capacity and the improvement of academic level,and will help to improve the relationship between teachers and children,and improve the effectiveness of teaching.This study mainly discusses the relationship between preschool teachers' sense of self-efficacy and classroom emotional climate.In this study,teachers' sense of self-efficacy questionnaire(Teachers' Sense of Efficacy Scale)was used to measure the sense of self-efficacy of 132 preschool teachers,15 teachers with the highest score and 15 teachers with the lowest score were selected according to the total score.Using the two dimensions of the Classroom Assessment Scoring System(CLASS)that related to the classroom emotional climate,the emotional support dimension and the classroom organization dimension,to observation and evaluation this 15 highest score teachers and the 15 lowest score teachers' classroom emotional climate.Through the way of quantitative research to reveal the relationship between teachers' sense of self-efficacy and classroom emotional climate,the study found:(1)Preschool teachers' sense of self-efficacy and the level of emotional climate was positively related to the higher self-efficacy of teachers to create a better classroom emotional climate;(2)The teacher that has Different levels of self-efficacy are showing different behavioral characteristics in the process of creating classroom emotional climate,its different in the emotional support and classroom organization in all aspects of performance.Based on the correlation between the preschool teachers' sense of self-efficacy and the classroom emotional climate,this study further demonstrated the behavioral characteristics of high-efficiency group and low-efficiency group teachers that create classroom emotional climate.The results showed that high-efficiency group teachers can be more sensitive to the needs and problems of young children,through theexpression,language and body language,etc.to create a positive emotional climate;through demonstration and positive strengthening of the way to carry out classroom organization;and low-efficiency group of teachers,its language expression and behavior are relatively negative,unable to provide the necessary emotional support for children and lack of behavior management awareness and effective strategy.The analysis of the behavioral characteristics of the teachers with high-efficiency group and low-efficiency group provides practical reference for the preschool teachers to improve the teaching effectiveness of emotional support,and classroom organization thus promoting the development of children.