A Study of Special Education Teachers' Emotional Support in the Classroom Field

DOI: https://doi.org/10.62517/jmsd.202412215

Author(s)

Linli Zhu1, Hui Pan2, Xiaoyan Li2,*

Affiliation(s)

1School of Educational Science, Nanning Normal University, Nanning, Guangxi, China 2Liuzhou Special Education School, Liuzhou, Guangxi, China *Corresponding Author.

Abstract

The teachers' emotional support can not only bring sense of security to students, but also enhance students' self-confidence, classroom participation, improve students' self-efficacy and so on. Teachers' emotional support also affects the quality of education and teaching in a school. Taking a mentally retarded school in Guangxi as an example, this study observes the classroom of a school in Guangxi through observation and interview, studies the current situation of the quality of teachers' emotional support, and analyzes the factors that affect teachers' emotional support. The research shows that the quality of emotional support of teachers in mentally retarded schools is at a high level; teachers with different teaching ages have different quality of emotional support; teachers' understanding of students in different segments affects the quality of teachers' emotional support; students' different classroom reactions affect the quality of teachers' emotional support.

Keywords

Special Education Teacher; Classroom, Emotional Support; Situation of the Quality; Strategy

References

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