Research On The Relationship Between Emotional Intelligence And Work Performance Of Preschool Teachers

This paper analyzed and studied the relationship between emotional intelligence and work performance of 322 preschool teachers in heilongjiang province by means of literature review and questionnaire survey,and explored the relationship between active behavior as an intermediary variable and psychological capital as a moderating variable.The main conclusions are as follows:First,the characteristics of each variable: preschool teachers' emotional intelligence is significantly different in the categories of kindergartens,and private kindergartens are higher than public kindergartens.There was a significant gender difference in the assessment of others' emotions,and the female teachers were higher than the male teachers.The characteristics of psychological capital: the self-efficacy of preschool teachers' psychological capital is significantly different in salary level,and the higher the salary level,the better.There is a significant difference in the toughness of private kindergartens with different charging standards.The teachers with the highest toughness of private kindergartens with the charging standard of 2001-4000/month have the highest toughness,while there is no significant difference in other kindergartens.Characteristics of active behaviors: preschool teachers' active behaviors have significant differences in educational background and teaching experience.Teachers with bachelor's degree score the highest in active behaviors,while those with5-10 years of teaching experience score the highest.Differences in work performance:there are significant differences in the work performance of preschool teachers in terms of teaching years.Teachers who have been teaching for 5-10 years have the highest scores.There is a significant difference in the age of preschool teachers' interpersonal promotion.Teachers aged between 21 and 25 have the lowest interpersonal score,which is significantly different from that of other ages.Second,correlation analysis shows that there is a significant positive correlation between preschool teachers' emotional intelligence and job performance and task performance,interpersonal promotion and job dedication in all dimensions.There was a significant positive correlation between preschool teachers' self-emotionalassessment,others' emotional assessment,emotional management and emotional application,and their job performance and task performance,interpersonal promotion and job dedication in all dimensions.Thirdly,regression analysis shows that there is a positive correlation between preschool teachers' emotional intelligence and work performance.There is a positive correlation between self-assessment,emotion management and emotion application of preschool teachers' emotional intelligence and job performance,while there is no correlation between other teachers' emotional evaluation and job performance.In preschool teachers' emotional intelligence,there is a positive correlation between the task performance of self-emotional assessment,emotional management and the application of emotion to work performance.In preschool teachers' emotional intelligence,there is a positive correlation between self-emotional assessment and emotional use and interpersonal promotion in work performance,while there is no positive correlation between others' emotional assessment,emotional management and interpersonal promotion.There is a positive correlation between emotional management and emotional use in preschool teachers' emotional intelligence and job dedication in job performance,but no correlation between self-evaluation and others' emotional evaluation and job dedication.Fourthly,the analysis of mediating effect shows that active behavior plays a mediating role in the relationship between emotional intelligence and job performance.Fifth,the analysis of the moderating effect shows that psychological capital plays a moderating role in the relationship between emotional intelligence and job performance.