初中英语教师情绪调节策略研究

A Study on Junior High School EFL Teachers’Emotion Regulation Strategies

教师情绪是影响学生学业成就和教师个人专业发展的关键因素,也是提升教学质量的重要保障。鉴于目前对于中学外语教师情绪的关注有待提升这一现状,本研究运用混合研究的方法,调查了来自中国东北地区不同层次学校的474名初中英语教师的情绪调节策略水平,并进一步探究了情绪调节策略水平在教师性别和教龄因素方面的差异性。研究发现,当前初中英语教师情绪调节策略水平良好,但在具体策略的使用中,表达抑制策略的使用水平不如认知重评策略,这说明教师应对突发事件的能力有待提高;男教师和教龄长的教师总体上在情绪调节方面具有优势。教师情绪调节能力亟需社会、学校和教师自身的重视,各界应该协同合作,努力提升教师情绪调节策略水平,减少教师职业倦怠的产生,提升教师职业幸福感和工作效率。

Teacher’s emotion is a key factor affecting students’academic achievement and teachers’professional development,as well as an important guarantee for improving teaching quality.To pick up the call of focusing more on high school English teacher’s emotion,this study utilized a mixed-methods approach to unveil the levels of emotion regulation strategies of 474 junior high school English teachers from different levels of schools in Northeast China.It also further explored differences in emotion regulation strategies with regard to the gender and of the years of teaching.The results showed that junior high school English teachers have a high level of emotion regulation strategies,however,in the use of specific strategies,expressive suppression is not as good as cognitive reappraisal,which indicates that teachers’ability to cope with emergency needs to be improved;and male teachers and teachers with long teaching experience have advantages in emotion regulation in general.Teachers’emotion regulation ability is in urgent need of the attention of society,schools,and teachers themselves.All walks of life should work together to improve the level of teachers’emotion regulation,reduce the generation of teachers’job burnout,and improve their professional happiness and work efficiency.