Development and validation of the Emotional Awareness Questionnaire for Teachers in China

• Haibin Wang

  School of Educational Science, Huangshan University

• Leiye Zhu

  School of Educational Science, Huangshan University

• Ying Cao

  School of Educational Science, Huangshan University

• Fen Han

  Psychological Counseling and Health Research Center, Wanjiang University of Technology

• Qiong Yao

  College of Teachers Education, Hefei Normal University

Emotional awareness is regarded as a prerequisite for emotional intelligence and regulation. We conducted a series of five studies involving 2,045 teachers to generate a questionnaire containing 21 items with six factors focusing on teachers’ emotional awareness in three dimensions: themselves, their students, and interpersonal. The self dimension included two factors of teaching emotions and nonteaching emotions, the student dimension included two factors of facial expression and body language, and the interpersonal dimension included two factors of teacher–student interaction and student–student interaction. The questionnaire demonstrated sound internal consistency reliability, test–retest reliability, and criterion-related validity. Thus, the Emotional Awareness Questionnaire for Teachers in China can be used to evaluate the emotional awareness of primary and middle school teachers in China.

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