A Survey Study Of Classroom Emotion Regulation Ability Of English Teachers In Junior High School

Classroom emotion regulation ability of teachers is a necessary quality for the specialization of modern teachers.High classroom emotion regulation ability can lead teachers to regulate negative emotion effectively,such as anger,despair and frustration,etc.and it will improve students' learning desire and stimulate students' learning enthusiasm greatly,thereby helping students have a better understanding of the teaching contents,which will benefit the efficiency of classroom teaching.Moreover,it's helpful for teachers' physical and mental soundly and teachers' professional well-being,while low ability of classroom emotion regulation will reduce classroom vitality,affect students' learning effect and increase teachers' working pressure.As an emerging research field in the emotional psychology,the researches on emotion regulation in teaching are very rare,let alone the researches for a specific group-junior high school English teachers.Therefore,the study on classroom emotion regulation ability of English teachers in junior high school has great significance.The purpose of this study is to research the current situation of classroom emotion regulation ability of English teachers in junior high school,to explore the main reasons for existing problems in their classroom emotionregulation ability and then to put forward constructive suggestions for improving their classroom emotion regulation ability.Based on the structure model of classroom emotion regulation ability of teachers,the study was implemented to address two research questions as follows:(1)What is the current situation of classroom emotion regulation ability of English teachers in junior high school?(2)What are the main reasons for existing problems in classroom emotion regulation ability of English teachers in junior high school?On the basis of the previous studies on the classroom emotion regulation ability,50 English teachers from several junior high schools in Hohhot participated in the present research.The questionnaire,interview and classroom observation were used to collect data and SPSS 22.0 was used to analyze data.According to the analyses of data and results of interview and classroom observation,some major findings of the present study have been found:(1)The classroom emotion regulation ability of English teachers in junior high school is at medium level.(2)The positive emotion regulation ability of junior high school English teachers is higher than that of their negative emotion regulation ability.(3)English teachers' ability to regulate emotion of the student and all students is higher than that of themselves.(4)There are significant differences among English teachers' age,years of teaching experience and professional title.(5)The main reasons for existing problems in classroom emotion regulation ability of English teachers areunqualified English teachers' professional quality,incomplete training in English teachers' emotion regulation,deficient in school emotional management and so on.This thesis also provided some specific suggestions in the end for improving classroom emotion regulation ability of English teachers.For example,the English teachers should promote ability of emotional perception with external performance,improve ability of emotional expression with teaching materials from Foreign Language Teaching and Research Press and learn some self-regulation strategies to deal with some problems in English classroom.And schools should perfect the training contents and set up related courses about emotion regulation.The results of study not only contribute to improve classroom emotion regulation ability of English teachers,but also to enrich and develop the extant theories of emotion regulation.Meanwhile,practical suggestions for pedagogy and future research are also identified.