Abstract: Abstract：Increasing researches indicates that the emotional competence（EC）of teachers is important to students, teaching, even the teacher themselves. Firstly, the teacher who has high EC will boost his/her students’ learning and personal development. Secondly, this kind of teacher has a good teaching effect. Finally, high EC has a positive effect both on teachers’ work and life. The purpose of this study is to review the limited literature on teachers’ EC. First of all, a multi-perspective on concept is described. Emotional intelligence（EI）is a similar term with EC, there is not an apparent distinction between EI and EC however. The use of the two terms can be divided into three kinds recently: the first kind of researchers regard EI and EC as two different concepts; the second one concern that the two terms have the same connotation, but they have favorite term respectively; the third kind of scholars propose a convergence of EI and EC. After this, the existing literatures on correlation between EC and some working variables and EC intervention are reviewed. The correlational study is a main content in this field, and the relevant variables involve teachers’ burnout, job satisfaction, self-efficacy, life satisfaction, achievement motivation and moral reasoning, etc. Above all of them, the relevant researches between teachers’ EC and teachers’ burnout, job satisfaction and self-efficacy are introduced. First of all, many studies find that teachers’ EC has a negative correlation with job burnout, and one component of EC——emotion regulation ability plays the most important role in it. Besides, a research from Hong Kong finds that the effect of EC on burnout has a temporal relation. Emotional exhaustion, influenced by emotional appraisal and positive regulation, was causally prior to depersonalization and personal accomplishment, but personal accomplishment could develop relatively independently from the burnout components through the influence of positive utilization of emotions. On the contrary, it finds a positive correlation between both EC and job satisfaction and EC and self-efficacy. It means that the higher EC, the higher job satisfaction and self-efficacy. The latent reasons behind them are analyzed in this part. To the study of the intervention of teachers’ EC, three problems are listed: the study of teachers’ EC achieves increasing attention, the intervention is often overlooked however; there is a dispute over the extent to which the intervention can improve, some find an increase after intervention, however some find little effect; there is little standardized intervention program of teachers’ EC, and it is difficult to put it into effect. Finally we recommend two intervention program——“The Emotionally Intelligent Teacher” and mindfulness and meditation. At the end of the study, three problems of current studies are posed: first, the non-unified concept hinders the progress of relevant study for the reason that it’s difficult to compare results among different researches; second, we advise a multiple perspective over correlational variables which should include both cognitive and non-cognitive variables, rather than a single visual angle on non-cognitive variable; finally, the scientificity of intervention is expected to improve in the future.

Key words: Teachers, emotional competence, correlational studies, intervention

摘要： 摘要：情绪能力（emotional competence，简称EC）是近来教师心理的研究热点，但中国大陆对这方面的研究较为匮乏。本文在梳理国内外的相关文献后发现，教师EC的研究多集中于两方面，一是与教师职业倦怠、工作满意度、教学效能感等教师工作变量的相关关系研究，一是教师EC的干预。虽然目前已有一定的研究成果，但还存在概念不统一、研究较单一以及干预不够科学的问题。

关键词: 教师, 情绪能力, 相关研究, 干预