Investigation On The Development Status And Influencing Factors Of Teachers' Social And Emotional Competence In S Primary School Education Group In Suzhou

In the past two decades,research on Social and Emotional Competence has been continuously enriched,and its value has gradually been paid attention to.More and more countries regard Social and Emotional Competence as the core competitiveness of talent training in the 21 st century.As one of the significant others in the process of students' growth,teachers should first have high social and emotional competence to cultivate that competence of students.In addition,good social and emotional competence is of great significance to teachers' own professional development,stress management,as well as improving classroom management and building a harmonious teacher-student relationship.At present,the research on teachers' social and emotional competence focuses more on students and classroom teaching,and pays less attention to teachers' own physical and mental health and professional growth,ignoring that the sustainable development of teachers is the primary prerequisite for students' all-round development.In recent years,S Primary School has carried out group-based school running,which has brought new issues and challenges to school management and teacher team construction.Teachers generally report a lack of integration and a sense of belonging.This promotes the author to think whether the school's grouping process has increased the burden on teachers,thereby hindering the acquisition of teachers' happiness and the improvement of their social and emotional competence?Therefore,taking Suzhou S Primary School Education Group as an example,‘Questionnaire on the Development Status and Influencing Factors of Teachers' Social Emotional Competence' is compiled to conduct a sample survey on teachers in the school for data processing.This study describes the current situation of the development of teachers' social and emotional competence and explains the relationship between teachers' social and emotional competence and the three important influencing factors — work competence,interpersonal relationship,education and training.Taking interviews with teachers as supplementary content and combining with a teacher case,this study also analyzes the existing deficiencies in the development of teachers' social and emotional competence and further explore the reasons behind.The research shows that,(1)the personal dimension(self-awareness,self-management)of teachers' social and emotional competence is easily affected,(2)the dual pressure of family and school leads to lower social and emotional competence of teachers having been a class teacher for 7-10 years,(3)the current training policy and content cannot adapt to the new demands of teachers' social and emotional competence development,(4)the grouping of S primary school partially leads to high work intensity for teachers and lack of support from leaders and parents.On this basis,this paper analyzed the reasons and put forward countermeasures and suggestions on how to develop teachers' social and emotional competence from three aspects to construct the school-level teachers' social and emotional competence development framework of S primary school education group.For the development of teachers' social and emotional competence,S primary school Education Group can improve caring leadership to provide emotional support,improve the communication mechanism to provide institutional guarantees,optimize professional training and creating personal resources.