教师情绪智力与中学课堂有效性

Teacher emotional intelligence is increasingly relevant to secondary education because classroom effectiveness depends not only on subject expertise but also on teachers’ capacity to recognize, interpret, regulate, and appropriately respond to emotional signals during instruction. This study develops a human-centred computational framework for examining the relationship between teacher emotional intelligence and classroom effectiveness by combining validated self-report measures, structured classroom observations, student feedback, and privacy-preserving multimodal behavioural indicators. A ce