Kindergarten Teachers Emotional Intelligence Potential Profile Analysis Results
Taking the scores of kindergarten teachers in four items of emotional intelligence as explicit variables, a potential profile model is established to estimate the model fitting of potential profile analysis of kindergarten teachers' emotional intelligence; As can be seen from Table 1, the LMR and BLRT values of m 1 and m 2 models have reached significant levels (p <. 05). Compared with m 1 model, the fitting indexes of AIC, BIC and SSA-BIC of m 2 model are smaller and the entropy of classification accuracy is the largest. Therefore, we finally determine the model m 2 as the best profile analysis model, that is, we divide the types of emotional intelligence use of kindergarten teachers into three profiles.
Table 1
Fitting Information of Potential Profile Analysis of Kindergarten Teachers' Emotional Intelligence
model | category | AIC | BIC | aBIC | Entropy | LMRT(P) | BRRT(P) | Category probability |
1 | | 5089.012 | 5122.665 | 5097.272 | — | — | — | — |
2 | M1 | 4638.123 | 4692.809 | 4651.547 | 0.807 | 0 | 0 | 30.6%/69.4% |
3 | M2 | 4473.416 | 4549.134 | 4492.002 | 0.818 | 0.027 | 0 | 20.8%/59.9%/19.3% |
4 | M3 | 4360.491 | 4457.243 | 4384.24 | 0.86 | 0.211 | 0 | 2.8%/18.7%/59.5%/19.0% |
5 | M4 | 4284.953 | 4402.737 | 4313.864 | 0.906 | 0.197 | 0 | 2.8%/20.6%/5.6%/19.6%/51.4% |
[Please insert Fig. 1 here]
From Table 1 and Table 2, it can be seen that the conditional mean values of three potential categories of kindergarten teachers' emotional intelligence in four items are obviously different, showing different characteristics; Among them, category 1 scored relatively low on four emotional intelligence items, and was named "low emotional intelligence" (20.8%, M = 4.81), in which the score for emotional control was the lowest (M = 4.48) and the score for self-emotional evaluation was the highest (M = 5.33). Category 2 scored higher than Category 1 in four items of emotional intelligence, which was at a medium level. It was named as "Medium Emotional Intelligence" (59.9%, M = 5.82), among which others scored the lowest in emotional evaluation (M = 5.52) and self-emotional evaluation scored the highest (M = 6.02). Category 3 scored higher in all EQ items than Category 2 and Category 1, and was rated as "high EQ" (20.8%, M = 6.74). Others scored the lowest in emotional evaluation (M = 2.78) and the highest in self-emotional evaluation (M = 3.29). The average attribution probability of three potential categories is shown in Table 2, and the average attribution probability of kindergarten teachers in each category ranges from 99–100%, indicating that the results of the three potential categories analysis models are credible.
Table 2
Average Attribution Probability (column) of Research Objects (rows) in each Potential Category.
project | Class1 | Class2 | Class3 |
Class1 | 0.90 | 0.10 | 0.00 |
Class2 | 0.03 | 0.94 | 0.03 |
Class3 | 0.00 | 0.10 | 0.90 |
[Insert Table 1and2 about here]
Analysis on the Difference of Potential Categories of Emotional Intelligence of Kindergarten Teachers in Demographic Variables
Taking the age, nature, grade, location and marital status of kindergarten as independent variables, and taking the potential categories of emotional intelligence of preschool teachers as dependent variables, chi-square analysis was carried out. The results show that there are significant differences in the three potential categories of EQ in teachers' age, marital status, nature and location of the kindergarten, but there is no significant difference in the level of the kindergarten (see Table 3). Specifically, compared with the age (under 30 years old, 30–40 years old), kindergarten teachers over 40 years old have the lowest proportion of low emotional intelligence and high emotional intelligence; In the nature of the kindergarten, private kindergarten teachers have a relatively high proportion of medium emotional intelligence, while high and low emotional intelligence accounts for a low proportion; In the location of the kindergarten, urban kindergarten teachers have the lowest proportion of low emotional intelligence, while township kindergartens have the highest proportion of high emotional intelligence; Compared with unmarried kindergarten teachers, married kindergarten teachers have a low proportion of low emotional intelligence and a high proportion of high emotional intelligence.
Table 3
A Test of the Differences in Categories and Demographic Variables of Kindergarten Teachers' Emotional Intelligence [n (%)]
Demographic Variables | | Low Emotional Intelligence | Middle Emotional Intelligence | High Emotional Intelligence | χ2 |
Age | Under 30 | 50(28.9) | 93(53.8) | 30(17.3) | 14.91** |
| 30–40 Years old | 40(17.6) | 148(64.9) | 40(17.5) |
| Over 40 years old | 13(13.7) | 56(58.9) | 26(27.4) |
Nature of garden | state-run | 88(22.8) | 219(56.7) | 79(20.5) | 7.443* |
| be run by the local people | 15(13.6) | 78(70.9) | 17(15.5) |
Park level | Demonstration kindergarten | 51(17.6) | 173(59.9) | 65(22.5) | 10.471 |
| Yideng kindergarten | 34(23.6) | 87(60.4) | 23(16.0) |
| Secondary kindergarten | 7(21.2) | 20(60.6) | 6(18.2) |
| Three-level kindergarten and below | 11(36.7) | 17(56.7) | 2(6.6) |
Kindergarten location | city | 48(17.9) | 169(63.1) | 51(19.0) | 12.597* |
| County (district) | 39(26.0) | 90(60.0) | 21(14.0) |
| Township (rural) | 16(20.5) | 38(48.7) | 24(30.8) |
Marital status | unmarried | 36(31.6) | 62(54.4) | 16(14.0) | 11.244** |
| married | 67(17.5) | 235(61.5) | 80(21.0) |
[Insert Table 3 about here]
Influence of Emotional Intelligence of Kindergarten Teachers on Classroom Management Ability
Taking the results of emotion classification of kindergarten teachers as independent variables and classroom management ability and its five dimensions as dependent variables, multiple linear regression analysis was carried out. Setting dummy variables for the classification results of emotional intelligence, taking the low emotional intelligence group as the reference group (set to 0); The results show that compared with the low emotional intelligence group, the middle emotional intelligence group and the high emotional intelligence group can positively predict the classroom management ability (β = 0.39, 0.75; p <. 001); In addition, compared with the low emotional intelligence group, the middle emotional intelligence group and the high emotional intelligence group organize teaching activities in classroom management ability (β = 0.41, 0.76; p <. 001), teacher-child interaction (β = 0.36, 0.71; p <. 001), creating a classroom environment (β = 0.36, 0.73; p <. 001), order maintenance (β = 0.16, 0.30; p <. 001), children's participation (β = 0.29, 0.72; p <. 001) were statistically significant (p <. 001).
[Insert Table 4 about here]
Table 4
Multiple Linear Regression Analysis between Potential Categories of Emotional Intelligence and Classroom Management Ability of Kindergarten Teachers and Five Dimensions
variable | Class management ability | | Organization of teaching activities | | Interaction between teacher and young people. | | Build a classroom environment | | Maintain order. | | Participation of children | | |
β | B | (B95%CI) | β | B | (B95%CI) | β | B | (B95%CI) | β | B | (B95%CI) | β | B | (B95%CI) | β | B | (B95%CI) |
Middle emotional intelligence | 0.39 | 0.40 | (0.31ཞ0.50)*** | 0.41 | 0.462 | (0.36ཞ0.57)*** | 0.36 | 0.42 | (0.32ཞ0.53)*** | 0.36 | 0.42 | (0.31ཞ0.53)*** | 0.16 | 0.32 | (0.13ཞ0.51)** | 0.29 | 0.35 | (0.23ཞ0.46)*** |
High emotional intelligence | 0.75 | 0.40 | (0.35ཞ0.45)*** | 0.76 | 0.457 | (0.40ཞ0.51)*** | 0.71 | 0.42 | (0.36ཞ0.48)*** | 0.73 | 0.41 | (0.36ཞ0.47)*** | 0.30 | 0.29 | (0.16ཞ0.41)*** | 0.72 | 0.40 | (0.35ཞ0.46)*** |