Abstract:

Most of previous studies have focused on the impact of teachers’ Emotional Intelligence (hereinafter referred to as EI) in learning climate, teaching behaviors and students’ academic performance. Besides, class emotional climate could affect students’ emotions and behaviors significantly. But some limitations still exist. As the direct manager of the class, head teachers’ EI should be more significantly related to creating class emotional climate and affecting the development of students’ emotions. But so far these kinds of studies are still really few. This research studies the relationship between head teachers’ EI and students’ EI, exploring the influencing mechanism of head teachers’ EI and class emotional climate to students’ EI. The students surveyed were chosen randomly from 10 middle schools in Guangzhou, and the total number of these students accounted for 1083. In addition, the head teachers of these students were the subjects of this study as well, whose total number accounted for 30. The junior high school students surveyed had completed EI Scale and Emotional Climate Scale, while their head teachers had completed EI Scale. Hierarchical linear model was used to analyze data with the HLM software. What students’ EI and class emotional climate describe are individual characteristics of student, which are the variables of student’s individual level. And for this reason, students’ EI and class emotional climate are the level-1 variables. Class emotional climate includes negative emotional climate and positive emotional climate. As for head teachers’ EI, it describes the characteristics of teachers, which is the variable of class level. So head teachers’ EI is the level-2 variable. Sex of student is a control variable of level one. Grade, seniority and teaching subject of head teacher are the control variables of level two. In order to exactly analyze the influencing mechanism of head teachers’ EI and class emotional climate to students’ EI, this study forwards two models. The first model is used to analyze the moderating effect of head teachers’ EI in class emotional climate’s effect on students’ EI. The second model is used to analyze the mediator effect of class emotional climate in the effect of head teachers’ EI on students’ EI. The results show that head teachers’ EI can positively predict students’ EI, which means the higher head teachers’ EI is, the higher students’ EI is. The moderating effect of head teachers’ EI is significant in class emotional climate’s effect on students’ EI. Specifically head teachers’ EI can enhance the positive effect of class emotional climate on students’ EI and blunts the negative effect of class emotional climate on students’ EI. At last, the mediator effect of positive emotional climate and negative emotional climate are significant partly in the effect of head teachers’ EI on students’ EI, and the mediator effect sizes are 31.48% and 6.98%. Finally on the one hand, head teachers’ EI can not only positively affect students’ EI directly, but also indirectly impacts students’ EI through influencing class emotional climate. On the other hand, head teachers’ EI can adjust the impact of class emotional climate on students’ EI.

摘要：

采用情绪智力问卷和情绪氛围量表对1083名初中生及其班主任进行调查，探讨班主任情绪智力与班级情绪氛围对学生情绪智力的影响机制。结果：（1）班主任情绪智力显著正向预测学生情绪智力；（2）班主任情绪智力在班级情绪氛围对学生情绪智力的影响中起着调节作用；（3）班级情绪氛围在班主任情绪智力对学生情绪智力的影响中起部分中介作用。结论：班主任情绪智力既可直接影响学生情绪智力又可通过班级情绪氛围间接影响学生情绪智力。