Study On The Headteacher-leading Management Strategies Regarding The Academic Emotions Of Senior Students In High School

The college entrance examination is an important turning point in life.Senior students in high school,which are under the pressure of the college entrance examination,always have emotional problems.These problems are also due to the fact that the students are at a special period which is called “Psychological weaning”.Although mental guide rooms have been widely provided at school,most of the students would not like to use them with the fear to be regarded as having psychological problems.Lots of parents have paid attention to the emotional problems;nevertheless,their efforts to remedy the problem become counterproductive due to the improper methods.Headteachers,as the supervisors of the classes,stay with the students from day to day.Moreover,they are always acquainted with the knowledge of pedagogy and psychology.As a Consequence,the headteachers are the most adequate for promptly finding out the students' emotional problems and operating the emotional management.Based on the situation,the author first completed the definition of core concepts through literature research.The headteacher is a position that carries out education and management work on the learning,life,and thoughts of each student in a class collective,and is also a coordinator among teachers of all the disciplines,and between schools and families.Class management is a series of management activities through the cooperation between teachers and students to build good class style,strong learning style,and the achievement of teaching objectives.All the emotions that are directly related to academic or teaching can be referred to as academic emotions,such as those generated during student learning,examinations,and academic achievements.The emotional experience can be called academic emotion.Emotion management is defined as the process by which individuals and groups recognize the emotions of themselves and others and perform effective and reasonable adjustment,expression and control,on the basis of mastering relevant psychological theories and skills.Besides,in the process of collating and analyzing the literature,the author found that although there are many literatures related to the study of academic emotions and emotional management,most of them investigate the status and correlation of academic emotions at different academic stages from the perspective of psychology,and study the status and correlation of individual emotion management in each population.In terms of studying the academic emotions of senior students in high school and proposing corresponding emotional management measures from the perspective of class managers,the researches are very limited.In present work,researches have been conducted on the senior students in NS high school in Mianyang.The author used the stratified sampling method to randomly sample the senior students from classes of three levels in NS high school.Youth Academic Emotional Questionnaire devised by Dong and Yu was utilized as the questionnaire.SPSS16.0,the data processing software widely used in social science,was used to analyze the questionnaire data.Then,the characteristics of the academic emotion,as well as the relation between the academic emotion and the academic achievement were obtained.Details are as follows:(1)The differences in academic emotions between male and female senior students were analyzed using the t-test method.It was found that there were no significant differences in male and female students' performance in the four dimensions of academic emotions.(2)The test subjects were divided into three groups according to the class level,and the analysis of variance was used to study whether there were differences in the four dimensions of academic emotions.It was found that there were no significant differences between the three types of classes in terms of positive-high arousal emotions,positive-low arousal emotions,and negative-low arousal emotions,but there were significant differences in terms of negative-high arousal emotions.Then,after a posteriori comparison,it was found that the negative-high arousal emotions of the students in experimental classes were significantly stronger than those of other groups.From further analysis concerning the effects of both gender and class levels,it was found that the negative-high arousal emotions of girls in the experimental class were more pronounced.(3)After analyzing the correlation between academic emotions and academic performance,it was found that negative academic emotions were significantly negatively related to academic performance,and positive academic emotions were significantly positively related to academic performance.At the same time,there were also significant correlations between the four dimensions of academic emotions.On the basis of the academic emotions of the senior students in NS high school,in order to effectively manage the students' academic emotions,the author conducted interviews with senior students in different classes using self-designed interview outlines,and observed the emotional performance of the students and the class management methods of other headteachers.These help to understand the reasons for senior students' negative academic emotions and the status of emotional management implemented by headteachers.It was summarized that the main reasons that cause senior students to have academic emotional problems are: the differences between learning status and learning goals,parents' unscientific concerns,environmental pressures,and unreasonable management and education from teachers.In view of the above reasons,combing the relevant literature and the experience,the author carried out researches on the students in Class 4,Grade 3 of NS high School.From the perspective of the headteacher,the author proposed and implemented emotional management countermeasures in four aspects: the daily management strategy of the headteachers,the management strategy of the cooperation between the headteachers and the subject teachers,the management strategy of the cooperation between headteachers and parents,and the management strategy using the school activities.As shown by the above surveys and analyses,negative academic emotions are significantly negatively related to academic performance,and positive emotions are significantly positively related to academic performance.Thus,the author compared the academic performances before and after implementing the emotional management countermeasures,and found that the academic performance after implementing the countermeasures is better,but the results of t-test showed that the promotion is not significant.Then,based on the observation and analysis of the actual situation,the author explained and discussed the possible reasons and the management effects.