Constructing and Analyzing the Levels of Emotional Intelligence Factors of International Chinese Language Teachers: An Analysis of SPSS Data Based on a Sample of 200 Teachers

Abstract

Abstract An important research topic is how teachers explore emotional intelligence in international Chinese language teaching and utilize emotional factors to cultivate students’ motivation to learn. Based on the theoretical model of emotional intelligence, this paper constructs a system of emotional intelligence factors for international Chinese teachers by combining cross-cultural communication theory. In terms of obtaining the relevant factors affecting teachers’ emotional intelligence, this paper introduces structural equation modeling to measure the pertinent aspects. It constructs the PLSSEM emotional intelligence model by estimating the model’s parameters through partial least squares. In terms of analyzing the level of emotional intelligence of international Chinese teachers, this paper chooses a total of 200 international Chinese teachers from various Chinese universities as the research sample. It uses SPSS software to analyze the data in terms of the parameter estimation of the emotional intelligence model, the test evaluation, and the differences in the level of emotional intelligence in multiple dimensions. The results show that the path coefficients of each latent variable of the PLS-SEM emotional intelligence model exceeded 0.3, and the value-added fitness index of the model exceeded 0.95. The emotional intelligence level scores of the 200 teachers averaged 4.557, and there were significant differences in their gender, teaching age, and education level within the 1% range. The emotional intelligence factor system of international Chinese teachers can clarify the specific reasons affecting their development. It can help teachers better develop emotional intelligence and help improve the quality of international Chinese education and teaching.