Teacher Characteristics as Predictors of Emotion-Focused Teaching Practices: A Study on Chinese Preschool Teachers

• In Event: Sunday Roundtable 9:45 am
  In Roundtable Session: Instructional Practices for Educational Development (Table 38)

Abstract

Preschool teachers are regarded as important socializers for young children’s social-emotional development. Moreover, preschool teachers’ emotion-focused teaching practices have gained increasing attention. This study examined relationships between three sets of teacher characteristics (i.e., professional background, emotion-focused teaching beliefs, and psychological skills) and teachers’ emotion-focused teaching practices. Based on data collected from 287 Chinese preschool teachers, this study revealed that teachers’ emotion-related teaching beliefs, emotional intelligence, and self-efficacy positively predicted their emotion-focused teaching practices. However, having more years of teaching experience was related to poorer emotion-focused teaching practices. The findings highlight the significance of teachers’ emotion-focused beliefs, emotional intelligence, and self-efficacy in promoting their teaching practices related to emotion socialization.

Authors

• Jiayi Li, East China Normal University

• Lixin Ren, Xi'an Jiaotong-Liverpool University

• Chunyuan Xi, East China Normal University

• Wenjing Dai, East China Normal University