Đang tải... (xem toàn văn)
Kỹ năng quản lý cảm xúc của giáo viên mầm non.Kỹ năng quản lý cảm xúc của giáo viên mầm non.Kỹ năng quản lý cảm xúc của giáo viên mầm non.Kỹ năng quản lý cảm xúc của giáo viên mầm non.Kỹ năng quản lý cảm xúc của giáo viên mầm non.Kỹ năng quản lý cảm xúc của giáo viên mầm non.
VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES LE THI THANH HUYEN EMOTION MANAGEMENT SKILLS OF PRESCHOOL TEACHERS Ngành: Psychology Code: 9.31.04.01 PSYCHOLOGY PHD THESIS SUMMARY HANOI - 2021 Work completed at: GRADUATE ACADEMY OF SOCIAL SCIENCES Tutor: Prof Dr TRAN QUOC THANH Reviewer 1: Assoc Prof Dr Dinh Hung Tuan Reviewer 2: Assoc Prof Dr Dang Thanh Nga Reviewer 3: Prof Dr Nguyen Huu Thu The thesis will be defended before the Academy-level Thesis Judging Committee meeting at the Graduate Academy of Social Sciences At: (o’clock) date month year 20 The tesis can be found at: - Vietnam National Library - Graduate Academy of Social Sciences Library LIST OF PUBLISHED ARTICLES AND WORKS THAT MAY BE RELEVANT TO THE THESIS Le Thi Thanh Huyen (2019), Self-assessment of emotion management skills of preschool teachers in Ho Chi Minh City, Education and Society Magazine, Special issue, Season April 2019, pg 415-419, 429 Le Thi Thanh Huyen (2019), Một số mơ hình dự báo thay đổi kỹ nhận diện cảm xúc giáo viên mầm non thành phố Hồ Chí Minh, Education and Society Magazine, Special issue, Season April 2019, tr.430-435, 441 Le Thi Thanh Huyen (2019), Factors affecting the change in emotion management skills of preschool teachers in Ho Chi Minh City, Science Magazine, Ho Chi Minh City University of Education, issue no 16, no 11 (2019): 809-818 Le Thi Thanh Huyen, Nguyen Van Tuong (2019), Some models predict the change in emotion management skills of preschool teachers in Ho Chi Minh City, Education Magazine, Special issue December 2019, pg 99-104; 155 Le Thi Thanh Huyen, Nguyen Van Tuong (2019), Some models predict the change in emotion management skills of preschool teachers in Ho Chi Minh City, Vietnam Science and Education Magazine, no 24 MN 02 December 2019, pg 45-51 INTRODUCTION Urgency of the topic Emotion is a basic psychological quality and plays an important role in human's spiritual life Emotions have a strong impact on people's work efficiency, learning and creativity According to Izard (1977) - an American psychologist specializing in the study of emotions: “Emotions make up the main human motivation system Emotions have great significance in individual activities, it motivates people to work We should not think of emotions as the exact opposite of intelligence Or rather, emotions are a form of higher intelligence.” [175] In fact, when people are happy, they are active and enthusiastic, and therefore they often perform positive behaviors that help improve quality of life In contrast, when people are afraid and suffering, they tend to withdraw, become sluggish, tired, incapacitated, negatively affecting the quality of life Thus, emotions have two sides: on the one hand, emotions are the driving force that motivates individuals to work effectively On the other hand, emotions can also be a barrier that negatively affects an individual's performance Accordingly, in order for daily activities to be effective and reduce risks, emotion management skills are especially important, emotion management skills help each of us to recognize, control and regulate our emotions to achieve operational efficiency Preschool teachers are the subjects of preschool care and education activities However, the pedagogical activities of preschool teachers have specific characteristics that are different from the pedagogical activities of teachers at other educational levels, because the object of care and education of preschool teachers is children (under years old) who are in the process of forming and developing the first qualities of personality, the main activities are playing and having fun, as such teachers must organize care and education activities to suit the psychological characteristics of preschool children This is not a small challenge for preschool teachers, which requires preschool teachers not only to love the children, work, sacrifice and commitment for the cause of early childhood education but also to have skills in managing emotions in the process of caring for and educating children The complicated development of acts of violence against preschool children is an evidence that there is a part of preschool teachers who are having difficulty in managing their own emotions that appear in the process of caring for and educating children, especially negative emotions (anger, worry, fear, jealousy and envy) Faced with this situation, on August 26, 2019, the Ministry of Education and Training issued circular no 12/2019/TT-BGDDT on the program of regular training for preschool teachers, effective from 12th October 2019 In which, in Standard - Teacher Qualities, there is module 02 with the topic "Emotional management of preschool teachers in professional activities" [9] Thus, self-emotion management skills have become a mandatory content of teacher quality that needs to be regularly fostered for preschool teachers From the above reasons, the topic "Emotion management skills of preschool teachers" was selected for research Research objectives and tasks 2.1 Objectives Research on the theoretical basis of preschool teachers' emotion management skills, the current situation of preschool teachers' emotion management skills and influencing factors, and on that basis, proposing and experimenting a measure to help preschool teachers develop emotion management skills in the process of caring for children's education 2.2 Tasks - An overview of research on emotion management skills of preschool teachers - Building a theoretical basis for preschool teachers' emotion management skills: Instrumental concepts, component skills of emotion management skills and factors affecting preschool teachers' emotion management skills - Survey and evaluate the current situation of emotion management skills and some factors affecting the emotion management skills of preschool teachers in Ho Chi Minh City - Proposing some measures and experimenting with a measure to help preschool teachers in Ho Chi Minh City improve their emotion management skills in the process of caring for and educating children Research objects and scope 3.1 Objects Expression and level of emotion management skills of preschool teachers 3.2 Scope 3.2.1 Content - Research topic on emotion management skills of preschool teachers in the process of taking care of children's education - The topic approaches emotion management skills in favor of human capacity and approaches the theory of emotional intelligence, cognitive theory to build and manipulate the concept of the subject's tool - The topic of building a framework for analyzing emotion management skills of preschool teachers includes component skills: emotion recognition skills; emotion control skills; emotion regulation skills - The topic evaluates the emotion management skills of preschool teachers based on criteria: flexibility and effectiveness 3.2.2 Subject The total sample of the official study is 479 people, which includes: - Participants in the focus group discussion: 13 preschool teachers, principals, vice principals and parents in Ho Chi Minh City - The subjects of the trial survey (checking the language used in the questionnaire, the time to answer the questionnaire and the content of the questionnaire) are 37 preschool teachers in Ho Chi Minh City - Subjects of the official survey (investigation on the current situation of emotion management skills of preschool teachers) are 389 preschool teachers in Ho Chi Minh City (this target group has not participated in the focus group discussion, has not participated in the pilot survey) + Subjects of observation are preschool teachers in Ho Chi Minh City Ho Chi Minh City (observers belong to the official survey group) + The interviewees are preschool teachers, preschool principals and students' parents in Ho Chi Minh City Ho Chi Minh City (the interviewee belongs to the official survey group) + The subjects of the case study are preschool teachers in Ho Chi Minh City Ho Chi Minh City (the subject of the case study belongs to the group of subjects of the official survey) - Experimental subjects 30 preschool teachers in Ho Chi Minh City (the experimental group has not participated in any previous surveys, group discussions, interviews, case studies or observations) 3.2.3 Research area The study was conducted at 25 preschools (public, private, international) in the districts of Binh Thanh, Tan Binh, District 1, District and District in Ho Chi Minh City Research methodology and method 4.1 Methodology basis To carry out our research mission, we rely on some basic principles of psychology such as: 4.1.1 Principles on operation - personality: Research on emotion management skills of preschool teachers through activities communication of teachers in order to satisfy teachers' needs in the process of taking care of children's education, and also based on characteristics of preschool teachers 4.1.2 Principles on human psychological development: Emotion management skills of preschool teachers is not a constant psychological phenomenon, but it can be changed under the influence of individual psychological and psychosocial factors 4.1.3 Principles on approaching the system: Research on emotion management skills of preschool teachers in Ho Chi Minh City in the interrelationship with individual and psychosocial factors 4.1.4 Principles on approaching pedagogical psychology: Emotion management skills of preschool teachers can be enhanced through regular training and retraining 4.2 Hypothesis In the process of caring for and educating preschool children, preschool teachers have skills in managing emotions, but those skills are only at an average level with low efficiency and flexibility There is a statistically significant difference between the emotion management skills of preschool teachers with seniority, training level and different types of schools Some factors (personality type, perception, communication method in the pedagogical group, work pressure, level of commitment to the organization, job development opportunities), influence and can affect, change the emotion management skills of preschool teachers in Ho Chi Minh City 4.3 Questions What is the status of the emotional management skills of preschool teachers in Ho Chi Minh City? Is there a difference between the emotional management skills of preschool teachers in Ho Chi Minh City with the variables of seniority, training level, and type of school? How some subjective and objective factors affect the emotional management skills of preschool teachers in Ho Chi Minh City? Does thematic training on emotional management skills help improve the emotional management skills of preschool teachers? 4.4 Methods + Documentary research method + Expert method + Focus group discussion method + Survey method by questionnaire + Method of case exercises + Psychological test method + Observation method + Interview method + Case study method + Experimental method + Methods of data processing by mathematical statistics New contributions of the thesis 5.1 Theory Through theoretical research, the thesis has reviewed a number of domestic and foreign researches related to emotion management, emotion management skills, generalized some basic theoretical issues such as emotion concept, emotion management, skills, emotion management skills, emotion management skills of preschool teachers At the same time, the thesis has shown the component skills in the emotional management skills of preschool teachers Point out the evaluation criteria, expression level and factors affecting the emotional management skills of preschool teachers 5.2 Practicality The thesis has clearly shown the status of the emotional management skill level of preschool teachers in Ho Chi Minh City, clarified the status of the level of component skills across the entire research sample and in different sample groups The study found that: the emotional management skills of preschool teachers in Ho Chi Minh City are average, with low efficiency and flexibility The thesis clarifies a number of factors affecting the emotional management skills of preschool teachers in Ho Chi Minh City, including: personality type; preschool teachers' awareness of emotional management and emotion management skills; work pressure; communication methods in the pedagogical collective; career development opportunities and level of commitment to the organization These factors all affect and can influence to change the emotional management skills of preschool teachers in Ho Chi Minh City The thesis has proposed and experimented with a measure to help preschool teachers in Ho Chi Minh City develop emotional management skills in the process of child care and education Theoretical and practical significance of the thesis 6.1 Theoretical significance The research results of the thesis add to the theory of psychology, the psychology of teaching some theoretical issues about the emotional management skills of preschool teachers 6.2 Practical significance The research results of the thesis are references for educational managers and preschool teachers, which is the basis for them to find effective measures to improve their emotional management skills in the process of caring for and educating preschool children Thereby limiting the negative emotions and behaviors of preschool teachers Thesis structure In addition to the introduction, conclusions and recommendations, list of references and appendices, the thesis includes chapters CHAPTER AN OVERVIEW OF RESEARCHES ON EMOTION MANAGEMENT SKILLS OF PRESCHOOL TEACHERS Regarding the emotional management skills of preschool teachers, many studies at home and abroad have been conducted and obtained results When reviewing these research results, we systematically and commented on three main directions: (1) studies on emotion management; (2) studies on emotion management skills; (3) studies on career requirements for preschool teachers 1.1 Researches on emotion management Based on the purpose of understanding, the studies on emotion management are divided into two trends, one is the research direction on the management of emotions of different subjects; the second is the research direction on emotional labor, emotional work and emotional management of teachers 1.2 Researches on emotion management skills Based on the research content, the studies on emotion management skills are divided into two trends: (1) the research direction of emotional management skills as a component of emotional intelligence ; (2) research direction on emotion management skills in life skills education 1.3 Studies on career requirements for preschool teachers Researches on professional requirements for preschool teachers are divided into main trends: (1) research direction on qualities, competencies, emotional intelligence of preschool teachers; (2) research direction on professional skills of preschool teachers; (3) Research direction on innovative solutions, developing quality, capacity and professional skills for preschool teachers Brief conclusion of chapter An overview of some research results at home and abroad on emotional management skills of preschool teachers can draw the following conclusions: Research on emotion management focuses on finding ways to manage negative emotions; Research on emotional labor, emotional work and emotional management of teachers in teaching has identified emotions as a product that needs serious attention from managers, it, along with individuality, is also crucial to the teaching; Emotion management skills are considered a component in the system of basic social skills that need to be trained and fostered for people in modern society; Preschool teacher is a job that requires workers to have emotional intelligence as a basic psychological quality to ensure effective work; Accordingly, emotion management skills have also become an important factor for the quality, competence and professional skills of preschool teachers Most studies emphasize the role of emotional management and emotional management skills in the work of preschool teachers, but there has not been any research directly surveying and researching the status of emotional management skills of preschool teachers In the context of many cases of child abuse by preschool teachers and increasing pressure in the work of preschool teachers, The research on emotional management skills of preschool teachers is very necessary, it brings meaning in developing professional capacity for preschool teachers to meet the requirements of educational innovation CHAPTER METHODOLOGY BASIS OF EMOTION MANAGEMENT SKILLS OF PRESCHOOL TEACHERS 2.1 Methodology on emotion management 2.1.1 Theories about emotions According to Myers (2004), human emotions are closely linked with “…physical stimuli, explicit behavior and a conscious experience” Also according to Myers, theories of emotion can be divided into three broad groups: physiological, neurological, and cognitive Physiological theory holds that physiological responses of the body determine emotions, emotions related to brain function [52], [152] In this study, we based on the above-analyzed opinions and theories about emotions to give the following views on emotions: Emotions are individual vibrations that reflect the meaning of the relationship between objective reality and that individual's system of needs and motivations In other words, emotions appear when there is a stimulus from inside or outside that is related to the individual's needs and motivation system 2.1.2 Components of emotions In addition to the theories of emotion that have been introduced, Hockenbury, D & Hockenbury, S.E (2007) argues that: “Emotion is a complex psychological state consisting of three distinct components: a subjective experience, a physiological response, and an explicit behavioral response.” In other words, human emotions are made up of: a subjective component (how we experience that emotion), a physiological component (how the body reacts to that emotion), and a behavioral component (how we act in response to that emotion) 2.1.3 Roles of emotions According to Cherry (2019b) emotions play an important role in determining how we think and behave The emotions we experience drive us to act and influence the big and small decisions in life 2.1.4 Emotions by category During the 1980s, Plutchick introduced another emotion classification system called the "Emotional Wheel" This model shows the process of combining and mixing different emotions, just like an artist mixes primary colors to create other colors Notably, the study of Barrett and Russell (1998) [149] on the emotional exchange model (Circumplex model of Emotion) The authors believe that there are typical emotions and there are core emotions that are influential Accordingly, there are two emotional circles (See Figure 2.2): The outer circle shows some typical emotional situations; The inner circle shows a map of supposed core emotions Typical emotions can take the form of core emotions and are influenced by each stimulus [citation 110, pp.29-30] According to Bradberry and Greaves (translated by Uong Xuan Vy, 2012) there are main types of emotions: joy, sadness, anger, fear, shame and expression levels based on high, medium and low intensity [11] In particular, Andries (2011) in a study of emotions in labor organizations classified emotions into two extreme groups as positive emotions and negative emotions Based on the context of labor organizations, the author believes that there are basic types of emotions representing two groups of positive emotions and negative emotions that often appear in workers in different organizations In which, positive emotions include emotions: joy, happiness, gratitude and fulfillment; Negative emotions include four emotions: anger, fear, envy and jealousy [130] 2.1.5 Preschool teachers’ emotions From the definition of emotions, emotional structure, preschool teachers' emotions are identified as the vibrations expressed in the subjective experience, physiological responses and behavioral responses of preschool teachers, which reflects the meaning of the relationship between objective reality and the system of needs and motivations of preschool teachers in the process of caring for and educating children In other words, preschool teachers' emotions appear when there is an internal or external stimulus related to the preschool teacher's motivation and needs system Based on the emotional classification of the above authors, this study is based on Alina Maria Andries's (2011) classification of emotions in a labor organization to select and analyze basic emotions in the working process of preschool teachers: joy, happiness, gratitude, anger, fear, envy [120] 1.2.6 Emotion management Notably is Gross's (2001) model of emotional regulation According to this model, emotional regulation is seen as specific strategies, including: a) situation selection; b) situation modification; c) attentional deployment: d) cognitive change and e) response modulation The fifth strategy of response modulation is characterized by repression Usually there are ways to react: experiential, behavioral, physiological Concretizing the above strategies are the following ways of controlling emotions: (1) Emotion recognition; (2) Take responsibility; (3) Towards a different meaning; (4) Accept emotions; (5) Emotional changes [156] In this study, we are based on the theory of emotional intelligence and cognitive theory and refer to the perspectives on emotional management as analyzed above to define emotional management as follows: Emotional management is the process of objectively evaluating thoughts related to emotional triggers in order to identify, control and regulate one's emotions to achieve operational effectiveness 2.2 Theory about preschool teachers 2.2.1 The specificity of the profession of preschool teachers According to author Chu Thi My Nga (2015), the work of preschool teachers has some specific characteristics [66]: a) Preschool teacher - gentle mother wholeheartedly caring for and teaching children; b) Preschool teacher - exemplary pedagogy; c) Preschool teacher sensitive and dedicated doctor; d) Preschool teacher - hardworking and dedicated caregivers; e) Preschool teacher - talented, creative and passionate artist In addition, author Cu Thi Thuy (2017) also points out the specific features in the professional activities of preschool teachers, including: a) The professional activities of preschool teachers are child care teaching and education; b) Teacher's professional activities as a mother at school; c) Teacher's professional activities as an artist; d) Professional activities of preschool teachers as a psychologist and educator [98] 2.2.2 Professional standards of preschool teachers The Ministry of Education and Training has issued Circular 26/2018/TT-BGDDT stipulating professional standards for teachers and trainers, effective from November 23, 2018 and replacing Decision 02/2008/QD-BGDDT dated January 22, 2008 Circular No 26/2018/TT-BGDDT (Circular 26) has many new points that overcome contents that are no longer consistent with the requirements of practice in Decision No 02/2008/QD-BGDDT (Decision 02) that promulgates regulations on professional standards for teachers In this study, we are limited to understanding emotion management as a career skill of preschool teachers in the process when they perform two main professional activities, which are care and education of preschool children 2.3 Theory of preschool teachers' emotional management skills 2.3.1 Skills The term skill was originally used with mechanical actions However, up to now, skills have been used to reflect many different human capacities such as language skills, thinking skills, social skills, etc This study approaches skills in favor of competencies of people and agree with author Nguyen Ba Phu (2016b) on the concept of skills as follows: Skill is the ability to apply the way of action to practical activities in specific conditions to perform that activity to achieve the intended results Characteristics of the survey sample Q’ty % Undergraduate 142 36,5 Public 259 66,6 Private 102 26,2 Mode of study International 28 7,2 Unsatisfied 212 54,5 Satisfied 125 32,1 Satisfactory level with income Completely satisfied 52 13,4 Unsatisfied 251 64,5 Satisfied 82 21,1 Satisfactory level with work Completely satisfied 56 14,4 Male 0,8 Gender Female 386 99,2 3.2 Research method 3.2.1 Documentary research method 3.2.2 Professional method 3.2.3 Group discussion method 3.2.4 Questionnaire survey method 3.2.4.1 Purpose Collecting quantitative information on the status of preschool teachers' emotional management skills, the status of factors affecting preschool teachers' emotional management skills 3.2.4.2 Content The questionnaire on emotion management skills of preschool teachers has a structure of parts (personal information; level of emotional appearance; level of influence of emotions; level of emotional recognition, self-assessment of emotion management skills, factors affecting emotion management skills) with the following basic contents: Table 3.2: Content of the questionnaire on emotional management skills of preschool teachers Number of No Content Scale observed variables* A Demographic information about survey subjects Working year Identification Training level Identification Type of workplace Identification Number of children in class Identification Satisfactory level with income Identification Satisfactory level with work Identification B: Level of emotional presence Fun level Likert Happy level Likert Grateful level Likert Angry level Likert Scared level Likert Jealous level Likert C Level of influence of emotions on work performance No Content Number of observed variables* 1 1 1 Scale Fun level Likert Happy level Likert Grateful level Likert Angry level Likert Scared level Likert Jealous level Likert D Be aware of positive and negative emotions Be aware of positive emotion Identification Be aware of negative emotion Identification E Self-assessment of emotion management skills through the expression of component skills corresponding to criteria (efficiency and flexibility) Self-assessment of emotion recognition skills level Likert Self-assessment of emotional control skills level Likert Self-assessment of emotional regulation skills level Likert F Factors affecting the emotional management skills of preschool teachers Teachers' perception of emotion management and level Likert emotion management skills Work pressure level Likert Communication methods in the pedagogical level Likert collective Opportunities for growth at work level Likert Level of commitment to the organization level Likert Thank you * Number of initial observed variables before testing the reliability and validity of the scale 3.2.4.3 Ways to perform * Step 1: Design the questionnaire Questionnaire on emotional management skills of preschool teachers with the main contents as presented in Table 3.3 [see Appendix for details] * Step 2: Trial investigation After the content of the questionnaire, the researcher invited 37 preschool teachers from preschools in Ho Chi Minh city to test the survey Teachers participating in the pilot survey voluntarily registered after being introduced by the researcher about the purpose of the pilot survey These teachers have not yet participated in the focus group discussion method The purpose of the pilot survey is for preschool teachers to give feedback on the language used and to check how long it takes them to complete a survey on average The results show that the majority of teachers participating in the pilot survey (31/37) think that the language used in the survey is appropriate They understand the content of the questions, the content of the propositions, and the average time to answer a survey is quite appropriate (average is from 30 to 45 minutes, including the time for doing case studies and psychological test) Besides, there are also teachers who think that the content of the questionnaire is a bit long, but the language used in the questionnaire is easy to understand With the results of the above pilot survey, the researcher decided to keep the content of the questionnaire as originally designed to use the official survey * Step 3: Formal investigation - The purpose of the formal investigation is to study the current situation of emotional management skills of preschool teachers; analysis of factors affecting the emotional management skills of preschool teachers - The official survey form is a convenient sample, including 389 preschool teachers from 25 preschools in Ho Chi Minh city - Before the official survey, the researcher instructs the research subjects on how to answer the questions in the survey form With questions about demographic information and identification questions (choice of available answers) The teacher will circle the number in front of the correct choice for them With propositional questions, each clause will have levels to choose from, the teacher will circle or mark an X on the number appropriate to the level they choose With self-assessment questions on component skills through two criteria (efficiency, flexibility) In each criterion, there are also levels to choose from The teacher chooses the level that best suits him/her in each criterion Teachers should choose the answer option that appears immediately after reading the question/clause and should not exchange with each other or ask for answers from others The researcher did not select for the survey participants - After instructing the subjects to participate in the survey, the researcher began to let the subjects directly answer the questions on the survey form * Step 4: Test the reliability (Cronbach's Alpha) and the validity of the scale through Exploratory Factor Analysis (EFA) The reliability and validity of the scale were tested using Cronbach's Alpha reliability coefficient method and exploratory factor analysis (EFA) through SPSS 20.0 processing software to screen and analyze the scale remove observed variables that not meet the reliability criteria The results show that the data of the scales used in the study have ensured the reliability and validity 3.2.4.4 Ways to calculate scores Emotion management skills of preschool teachers are assessed at levels (weak - average good) based on criteria: efficiency and flexibility Combining levels with evaluation criteria, we have a table of level conventions, scores and expressions corresponding to the efficiency and flexibility of preschool teachers' emotional management skills as follows: Table 3.3: Level convention, score and expression of the efficiency and flexibility of emotion management skills of preschool teachers in Ho Chi Minh City Skill assessment criteria Efficiency Score/Level Expression point/ Weak points/ Average points / Good Failure to identify, control and regulate emotions, failure to bring the desired effect Identify, control and adjust a part of emotions, bring about the desired effect Correctly identify, control and adjust emotions, bringing the desired effect Confused in any situation where you need to identify, control and adjust your emotions Sometimes confused to identify, control and regulate emotions Flexibile in most situations where it is necessary to identify emotions, control and regulate emotions point/ Weak Flexibility points/ Average Average / Good Thus, the maximum average score is 3, the minimum is The quantitative score for each level is determined based on the normal distribution and the rounding convention Specifically, the emotional management skills of preschool teachers are divided into three levels based on the moving average scores of both criteria: - Level “Weak” (excluding skills) + Qualitative: Level “Weak” indicates the fact that the emotional management skills of preschool teachers are not effective and flexible They not properly identify, control and regulate their emotions in most situations They are also confused in all situations where they need to recognize, control, and regulate their emotions This level shows that preschool teachers have almost no skills in managing emotions + Quantitative: Average score < 1.5 - Level “Average” (skill level is normal) + Qualitative: Level “average” indicates the fact that the emotional management skills of preschool teachers have been effective and flexible, but not often They identify, control, and regulate part of their emotions and bring about the desired effect Sometimes they are even confused when it comes to recognizing, controlling and regulating their emotions This level indicates that the preschool teacher has emotional management skills but is at a normal level + Quantitative: 1.5 ≤ Average score < 2.5 - Level “Good” (skills at the level of effective and flexible use) + Qualitatively: Level “Good” indicates the fact that the emotional management skills of preschool teachers have been effective and flexible in most situations That is, they almost receive the right electricity, well control and regulate their emotions in all situations This degree indicates that the preschool teacher already has good emotional management skills + Quantitative: Average score ≥ 2.5 In the scale of factors affecting the emotional management skills of preschool teachers The propositions are evaluated with levels of agreement by the teacher, corresponding to the following points: Disagree (1 point); Confused (2 points); Agree (3 points) With the propositions that have inverse significance compared to the rest, they are given the opposite score during the analysis of reliability, validity and when calculating the overall average score of the scale The influencing factors are assessed through the total average score, specifically as follows: With the teacher's perception of emotion management and emotion management skills: the higher the average score, the better the preschool teacher Younger children have the right awareness of emotion management and emotion management skills and vice versa With the factor of work pressure: the higher the average score, the more pressure preschool teachers have in their work and vice versa With the element of communication method in the pedagogical group: the higher the average score, the more active the preschool teacher's communication method in the pedagogical group where the preschool teacher works With the factor of development opportunities at work: the higher the average score, the more opportunities for preschool teachers to advance, develop career and vice versa With the level of commitment to the organization: the higher the average score, the longer the preschool teachers will stick with their current workplace and vice versa 3.2.5 Method of case exercises 3.2.6 Psychological test method 3.2.7 Observation method 3.2.8 Interview method 3.2.9 The case study method 3.2.10 Experimental method 3.2.11 Method of data processing by mathematical statistics Sub-conclusion of chapter CHAPTER RESULTS OF PRACTICAL RESEARCH ON EMOTIONAL MANAGEMENT SKILLS OF PRESCHOOL TEACHERS IN HO CHI MINH CITY 4.1 The emotional status of preschool teachers in the process of caring for and educating children 4.1.1 The extent of occurrence of positive and negative emotions in the work of preschool teachers When asked about the occurrence of positive and negative emotions in the caring and education process, the subjects participating in this survey rated the occurrence of positive emotions higher than negative emotions (average score 2.10 vs 1.90) Of the three selected positive emotions, happy emotions appear the most (average score = 2.24), followed by happy emotions (average score = 2.05) and gratitude (average score = 2.01) With the group of negative emotions, anger appeared most often (average score = 2.30), followed by fear (average score = 2.12), the least appeared emotion which is envy (average score = 1.27) Thus, in general, in the working process of preschool teachers, positive emotions appear more often than negative emotions However, the occurrence of angry emotions was the highest among the six selected emotions Interview results also show that in the working process, positive emotions appear more than negative emotions 4.1.2 The degree of influence of emotions on the work performance of preschool teachers Preschool teachers rate the impact of these emotions on their job performance to a large extent In which, negative emotions affect more than positive emotions (average score of 2.23 compared to 2.14) In particular, anger is assessed by preschool teachers with the most influence (average score = 2.56), the lowest influence is jealousy (average score = 1.70) Interviewees also said that emotions greatly affect the work of preschool teachers 4.2 The current state of preschool teachers' emotional management skills 4.2.1 The general situation of preschool teachers' emotional management skills Preschool teacher in Ho Chi Minh city self-assessed emotion management skills through two criteria: “efficiency” and “flexibility” The data results in Table 4.3 show that the average score of general emotional management skills of preschool teachers in Ho Chi Minh city is 2.16 with DLC which is 0.22 Applying scoring convention and skill levels, the results show that: three component skills and general emotional management skills of preschool teachers in Ho Chi Minh city Participants in this study were all at average level (1.5 ≤ average score ranged from 2.04 to 2.29 < 2.5) Thus, the emotional management skills of preschool teachers have been effective and flexible, but not often They correctly identify, control and adjust a part of their emotions, bring about the desired effect, but still have not properly identified emotions and have not been able to control and adjust emotions in most situations Sometimes they are even confused when it comes to recognizing, controlling and regulating their emotions In which, emotion recognition skill has the highest average score (2.29) and emotion regulation skill has the lowest average score (2.04) Table 4.1: Self-assessment of preschool teachers on emotional management skills based on two criteria “efficiency” and “flexibility” Efficiency Flexibility General Component skills and general DTB DLC DTB DLC DTB DLC emotion management skills Emotion recognition skills 2,33 0,42 2,24 0,41 2,29 0,38 Emotion control skills 2,20 0,37 2,07 0,30 2,14 0,30 Emotional regulation skills 2,09 0,31 2,00 0,26 2,04 0,22 Emotion management skills (general) 2,16 0,22 4.2.2 The reality of the component skills of preschool teachers' emotional management skills 4.2.2.1 Emotion recognition skills a Recognizing emotions through definition To assess the emotional recognition skills of preschool teachers in Ho Chi Minh city, we first gave two definitions of “positive emotion” and “negative emotion” (as defined by Alina Maria Andries, 2011), and then invited preschool teachers to determine whether each of these definitions reflects what kinds of emotions The results showed that more than 90% of teachers correctly selected the emotions that fit the definition of positive and negative emotions b Recognizing emotions through situations Next, to learn more about preschool teachers' emotional recognition skills, we offer common situations when preschool teachers care for and educate children Each situation is a trigger event for a corresponding emotion and invites the teacher to choose the appropriate emotion from the available options The results also show that most teachers correctly identify emotions from situations c Nhận biết cảm xúc qua tự đánh giá To learn more about the emotional recognition skills of preschool teachers in Ho Chi Minh city, we continue to invite teachers to self-assess according to two criteria of “efficiency” and “flexibility” of skills Applying the leveling and scoring formulas as described above, the research results show that teachers self-assess emotion recognition skills at an "average" level for both criteria "efficiency" (average score = 2.33) and “flexibility” (average score = 2.24) Therefore, the overall average score of the teacher-assessed emotion recognition skill is also at the same level “average” (average score = 2.29; DLC = 0.38) This result compared with the teacher's emotion recognition results from the emotion definition and from the situation is not to the same extent Because, although most teachers correctly identify emotions from definitions and from available situations, the definition and situations have not yet shown "efficiency" and "flexibility", so when evaluating emotion recognition skills through two criteria "flexibility" and "efficiency", teachers have more realistically assessed the level of skills in recognizing emotions 4.2.2.2 Emotion control skills a Control emotions through situations To evaluate the emotional control skills of preschool teachers in Ho Chi Minh City, we continue to give situations like emotion recognition skills Each situation is a trigger event for a corresponding emotion and invites the teacher to choose the correct answer from the available options (which are responses through body expression, language and behavior) The results show that the majority of teachers choose the right options to show emotion control skills In which the situation where the teacher chooses the most correct emotional control response is situation (gratitude) with 95.2%; Situation (happy emotions) has the lowest percentage of teachers choosing the right option (78.1%) b Kiểm soát cảm xúc qua tự đánh giá To better evaluate the emotional control skills of teachers in Ho Chi Minh City, we continue to invite teachers to self-assess this skill according to two criteria: “efficiency” and “flexibility” Applying the leveling and scoring formula as presented above, the research results show that teachers self-assess their emotional control skills at an "average" level for both crieria “efficiency” (average = 2.20) and “flexibility” (average = 2.07) Their overall average score of emotional control skills is also at “average” (average = 2.14; DLC = 0.30) This result is also not to the same extent as the teacher's emotional control results from the situation Because, although most teachers choose the right option to show emotion control skills in available situations, in the available situations, " efficiency" and "flexibility" have not been shown The available situations also not fully generalize the content and expression of emotion control skills Therefore, when assessing the expressions of emotion control skills through two criteria of "flexibility" and " efficiency ", teachers have more realistically assessed the extent to which the expression of emotions is measured of emotional control skills 4.2.2.3 Emotional regulation skills a Adjust emotions through the situation We continue to use situations as described in emotion recognition skills and emotion control skills to initially assess the emotional regulation skills of preschool teachers in Ho Chi Minh City This time, the answer options for each situation are solutions to regulate emotions through adjusting thoughts and actions The results also show that the majority of teachers still choose the right options to show emotion regulation skills b Control emotions through self-assessment To better assess the emotional regulation skills of preschool teachers in Ho Chi Minh City, we continue to invite teachers to self-assess the manifestations of this skill according to two criteria: “efficiency” and “flexibility” Applying the leveling and scoring formulas as described above, the research results show that teachers self-assess their emotional regulation skills at an "average" level for both criteria “efficiency” (average = 2.09) and “flexibility” (average = 2.00) The overall mean score of self-assessed emotional regulation skills by teachers is also at the “average” level (average = 2.04; DLC = 0.22) This result is not to the same extent as the self-assessment of teachers' emotional adjustment skills from the situation Because, although most teachers choose the right options to show emotion regulation skills in available situations However, as analyzed above, in the available situation, the " efficiency" and "flexibility" of the skills have not been shown, and in each specific situation, the content has not been fully generalized expression of emotional regulation skills Therefore, when assessing the expressions of emotion regulation skills through two criteria "flexibility" and " efficiency", teachers have more realistically assessed the level of emotional regulation skills regulate their emotions (see table 4.10) 4.2.3 Comparing preschool teachers' general emotional management skills with demographic variables The results show that, with the seniority variable: teachers with seniority "from years to less than years" have better emotional management skills than teachers with seniority "under years" (p= 0.01) Teachers with seniority “from years or more” also have better emotional management skills than teachers with seniority “from years to less than years” (p=0.00) and “under years” (p=0.00) With the training level variable, teachers with a “university” degree will have better emotional management skills than teachers with a “intermediate” degree (p=0.00) With the pre-kindergarten form variable, teachers of “international schools” will have better emotional management skills than teachers of “private schools” and “public schools” with the significance level of (p=0,00) and (p=0.01) respectively With the variable of the number of children in the class, the class with the number of children under 15 children, the preschool teacher will have better emotional management skills than the class with the number of children from 15 to 30 children (p=0.00) The results also show that teachers who are "completely satisfied" with their current income will have better emotional management skills than teachers with "satisfied" and "unsatisfied" levels, are (p=0.03) and (p=0.00) respectively Similarly, teachers who are " completely satisfied" with their current job also have better emotional management skills than teachers who are "unsatisfied" with their current job (p=0.00); teachers with a degree of “satisfaction” with their current job also have better emotional management skills than teachers who are “unsatisfied” (p=0.02) 4.2.4 The correlation between the component skills in the emotional management skills of preschool teachers Research results show that the composition skills and general emotional management skills of preschool teachers are positively correlated With sig value < 0.05 (statistically significant), component skills have a strong correlation with general emotion management skills In which, the strongest linear correlation is between emotion recognition skills and general emotion management skills (r = 0.820), the weakest correlation is between emotion regulation skills and management skills (r = 0.613) Table 4.2: Correlation between component skills and general emotional management skills of preschool teachers in the child care-education process Skills Emotion Emotion Emotional General emotion Correlation Skills recognition control regulation management skills coefficients skills skills skills Pearson 0,349** 0,287** 0,820** Emotion Correlation recognitio Sig (2-tailed) 0,000 0,000 0,000 n skills N 389 389 389 389 Pearson 0,349** 0,269** 0,737** Emotion Correlation control Sig (2-tailed) 0,000 0,000 0,000 skills N 389 389 389 389 Pearson 0,287** 0,269** 0,613** Emotional Correlation regulation Sig (2-tailed) 0,000 0,000 0,000 skills N 389 389 389 389 Pearson General 0,820** 0,737** 0,613** Correlation emotion Sig (2-tailed) 0,000 0,000 0,000 manageme N 389 389 389 389 nt skills Note: **when p