A Study On The Relationship Between Primary School Teachers’ Emotional Competence And Classroom Discipline Management

Effective classroom discipline management is a prerequisite for efficient teaching,but the existence of destructive behavior in the classroom has proved to be one of the main problems faced by primary school teachers.Studies abroad have shown that primary school teachers’ emotional competence affect classroom discipline management,but there is no empirical research on the relationship between the two in China.Therefore,this study will take primary school teachers in our country as the research object,examine the current situation of their emotional competence and classroom discipline management and their differences in gender,education,teaching age and marriage and childbirth,and explore the relationship between them.This study integrates many domestic and foreign scholars ’theoretical analysis of primary school teachers’ emotional competence,and divides it into four dimensions: identifying emotions,understanding emotions,expressing emotions and managing emotions.The main research method used in this study is the questionnaire survey method,with 194 primary school teachers as subjects,to investigate the current status of emotional competence and classroom discipline management,and explore the relationship between the two.In order to make the research more reliable,the author also used interviews and participatory observation methods for auxiliary research.This study found:1.From the perspective of the current situation of primary school teachers ’emotional competence,the current primary school teachers’ emotional competence are at a relatively high level of development,especially the dimensions of identifying emotions and managing emotions.In terms of difference analysis,male teachers are inferior to female teachers in overall emotional competence;there is no significant difference in emotional competence of primary school teachers with different academic qualifications;in general,the longer the teaching age,the higher the emotional competence of primary school teachers,of which the teaching age primary school teachers have the highest emotional competence in 11-20 years;married and bred primary school teachers have higher emotional competence.2.Judging from the current situation of primary school teachers ’classroom discipline management,the overall level of primary school teachers’ classroom discipline management is relatively high.In the analysis of differences,there is no significant difference in classroom discipline management of primary school teachers of different genders;on the whole,the higher the education level of primary school teachers,the higher the classroom discipline management;overall,the longer the age of primary school teachers,the classroom discipline management the higher;the classroom discipline management of married and child-raised elementary school teachers is the highest.3.Primary school teachers’ emotional competence have a significant positive correlation with classroom discipline management,and are highly correlated.Primary school teachers’ emotional competence can also significantly predict classroom discipline management of primary school teachers.Based on the entire research process and research conclusions,the author proposes that primary school teachers should understand more about the emotional state of students;it is not desirable for primary school teachers to have a high degree of education when they are employed;to strengthen the communication and cooperation of primary school teachers in teachers’ emotional competence and classroom discipline management;The cultivation of teachers’ emotional competence-mindfulness training;and suggestions for future research.