A Study On The Needs Of Teachers With Different Levels Of Social Emotional Ability

As one of the necessary professional abilities of teachers in the 21st century,Social-Emotional Competence has gradually attracted the attention of many countries and educational researchers.They have launched quantitative research.Benefiting from this,the importance of teachers’ social emotional competence for teachers’ own growth,classroom teaching and student development has been confirmed.However,its development status and real development needs have not been clearly touched.So,what is the current situation of the development of front-line teachers’ social emotional competence? What are the needs of teachers with different development status for the development of their own social emotional competence? What should we do to support and guarantee the development of teachers’ social emotional competence? Based on this,primary school teachers with different development status of social emotional ability were selected as the research object,and the interview method was used to investigate and analyze their thoughts,thoughts,and gains in daily social emotional practice,taking their communication activities with colleagues,superiors and subordinates,students,parents and other subjects as the starting point,and then explore their social emotional ability development needs,And put forward some targeted suggestions according to the common and individual characteristics of these needs.Firstly,using the "Self Assessment Questionnaire on Teachers’ Social Emotional Competence",a "bottom out" survey was conducted on the current development level of primary school teachers’ social emotional competence,and a comprehensive descriptive analysis and background information difference analysis were conducted,which served as the cognitive premise of this study and the basis for selecting teachers for subsequent interviews.Secondly,based on the self-assessment score of teachers’ social emotional ability and pre interview information,five teachers with high,medium,and low levels of social emotional ability development were selected to conduct in-depth interviews on teachers’ social emotional ability needs to explore the social emotional ability needs of teachers with different levels of development.Finally,based on the similarities and differences in the needs of primary school teachers’ social emotional abilities,this paper proposes support strategies aimed at the needs of teachers’ social emotional abilities,and establishes links with a view to forming a more complete support system to ensure the development of teachers’ social emotional abilities.The research findings are as follows: Firstly,primary school teachers’ social emotional ability needs are mainly based on survival needs and mutual relationship needs;Secondly,the needs of teachers with different levels of development of social emotional abilities vary in emphasis,as shown in the following: Teachers with different levels of development of social emotional abilities have survival needs,but they focus on pursuing quality of life,balancing psychological magnetic fields,and pursuing a sense of occupational security.Among them,survival needs of teachers with medium and lower levels of development mainly point to the school field,However,the survival needs mentioned by teachers with higher levels of social emotional ability development have jumped out of the conventional situation of school education and teaching,and are a broader survival needs that pursue quality of life;Teachers with moderate and lower levels of development have a more prominent need for relationships,but the difference is that teachers with moderate levels of social emotional ability are more concerned about obtaining respect,while teachers with lower levels of social emotional ability are more eager to obtain positive emotional support.Based on the above,the following suggestions are put forward to further respond to the differentiated needs of primary school teachers with different levels of social emotional ability: reform teacher education,integrate social emotional learning throughout,and ensure the growth and development needs of teachers;Change the school leadership mechanism,create a supportive school atmosphere,and respond to the survival and mutual relationship needs of teachers;Activate teachers’ awareness of social emotional ability development and improve their development autonomy.