A Study On The Current Situation And Promotion Strategies Of Social And Emotional Competence For Primary School Class Teachers

In the new era,further pursuing quality education,primary education increasingly emphasizes the cultivation of students’ social and emotional competence.Undeniably,this promulgates augmented demands for class teachers,who must judiciously manage their own affective proclivities during student interactions,establish positive relationships with students through reciprocal comprehension and collaboration,and deal with individual student behaviors in a timely and effective manner,help students carry out self-management,and ultimately enlighten students’ wisdom and guide their personality development.The latest scholarly discourse has evinced a burgeoning interest in the amelioration of educators’ social and emotional ability.Especially for class teachers,they work in elementary school,where the pupils have yet to attain psychological sophistication,subsequently rendering them susceptible to emulating the actions and utterances of their peers.The tension and apprehension of meeting these expectations,coupled with the onus of encountering the rigors of daily life,that class teachers must bear,have resulted in a backlog of detrimental emotions that act to degrade their both physical and mental health,even affecting the education and teaching process.Therefore,it is urgent to attach importance to the current situation and problems of social and emotional competence for class teachers in primary school,exploring the proper solutions.Through contextual interviews,this study conducted an in-depth investigation into the social and emotional ability of 32 class teachers at A Elementary School.The original data was coded and analyzed at three levels to gain a deeper understanding of the current state and underlying reasons for their social and emotional ability.The survey showed that:(1)social and emotional competence levels of class teachers in primary school classes,characterized by a middling rank,demonstrated substantial variances in accordance with gender,educational background,professional title,and the level of prior experience in the field of pedagogy.(2)Class teachers with high social and emotional competence in A primary school have some common characteristics,including being good at empathy and respecting differences.Through coding,the above differences are caused by the class teachers’ personality,weak educational belief,the school’s negligence of the class teachers’ social and emotional management,and the lack of class teachers’ proper management method.Therefore,class teachers,schools,and society should form a joint force to jointly promote the development of class teachers’ social and emotional ability.The school should attach great importance to the development of class teachers’ social and emotional ability,establish a sound training system for class teachers’ social and emotional ability,strengthen the construction of emotional and psychological counseling platforms,and help the class teachers grow up with a material and spiritual environment.