中学教师情绪劳动策略与职业幸福感的关系：基于潜在剖面分析

doi:10.16382/j.cnki.1000-5560.2023.01.002

摘要/Abstract

摘要：

本研究以716名中学教师为研究对象，采用潜在剖面分析技术探讨中学教师情绪劳动策略（表层行为、深层行为和自然行为）使用的潜在类别以及这些类别组与教师职业幸福感指标（职业幸福感、工作投入和工作满意度）的关系。研究结果显示：（1）中学教师的情绪劳动策略使用可分为高情绪劳动、中情绪劳动、自然真诚和低情绪劳动四种类别；其中，中情绪劳动组人数最多，其次分别是高情绪劳动组和自然真诚组，低情绪劳动组人数最少。（2）中学教师情绪劳动策略使用的潜在类别与其性别、族别、婚姻状况、教龄、任教学校类型和班级类型有关。（3）四个类别的教师在职业幸福感指标得分上存在显著差异。上述研究结果为指导中学教师采用合适的情绪劳动策略进而提升他们的职业幸福感提供了理论依据和实践参考。

关键词: 中学教师, 情绪劳动策略, 职业幸福感, 潜在剖面分析

Abstract:

Based on individual-center perspective, 716 middle school teachers were selected to explore the latent profile of their emotional labor strategies (surface acting, deep acting, and nature acting) with the latent profile analysis technique (LPA), and the relationships between these latent profiles and the indicators of teachers’ well-being were tested. The result showed, first, there were four potential profiles, namely, the high level of emotional labor group, the medium level of emotional labor group, the natural sincere group, and the low level of emotional labor group. Second, gender, ethnic, marital status, teaching age, school type, class types were related to profile groups of emotional labor strategies. Third, these four profile groups of teachers had significantly differences in the indicators of teachers’ well-being. Middle school teachers’ emotional labor performance and group division were further discussed from the individual-centered perspective.The study provided theoretical basis and practical reference for guiding middle school teachers to adopt appropriate emotional labor strategies and to improve their vocational well-being.

Key words: middle school teachers, emotional labor strategies, vocational well-being, latent profile analysis technique (LPA)

赵雪艳, 游旭群, 秦伟. 中学教师情绪劳动策略与职业幸福感的关系：基于潜在剖面分析[J]. 华东师范大学学报(教育科学版), 2023, 41(1): 16-24.

Xueyan Zhao, Xuqun You, Wei Qin. The Latent Profile Analysis of Middle School Teachers’ Emotional Labor Strategies and the Relationship with Vocational Well-being[J]. Journal of East China Normal University(Educational Sciences), 2023, 41(1): 16-24.

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	平均值	标准差	1	2	3	4	5	6
1表层行为	2.94	0.95	—	0.48^**	0.30^**	?0.53^**	0.01	?0.20^**
2深层行为	3.67	0.72	0.51^**	—	0.59^**	?0.01	0.31^**	0.22^**
3自然行为	3.80	0.67	0.33^**	0.62^**	—	0.03	0.28^**	0.21^**
4职业幸福感	62.79	9.85	?0.52^**	0.00	0.05	—	0.33^**	0.55^**
5工作投入	61.98	10.88	0.10^**	0.41^**	0.36^**	0.32^**	—	0.67^**
6工作满意度	44.92	6.94	?0.10^**	0.32^**	0.29^**	0.53^**	0.72^**	—

模型	类别	LL	FP	AIC	BIC	SSA-BIC	LMR(p)	BLRT(p)	Entropy
M1	2	2318.23	10	4656.47	4702.21	4670.45	0.000	0.000	0.655
M2	3	2209.04	14	4446.08	4510.11	4465.66	0.003	0.000	0.821
M3	4	2167.35	18	4370.71	4453.03	4395.88	0.002	0.000	0.826
M4	5	2119.36	22	4282.72	4383.35	4313.49	0.012	0.000	0.816

潜在类别	人数	比例	表层行为	深层行为	自然行为
1中情绪劳动组	456	63.69%	2.74±0.05	3.45±0.05	3.60±0.04
2高情绪劳动组	157	21.93%	4.10±0.08	4.42±0.03	4.40±0.04
3自然真诚组	59	8.24%	2.12±0.17	4.33±0.12	4.46±0.09
4低情绪劳动组	44	6.14%	1.86±0.16	2.22±0.18	2.67±0.23

人口学变量		人数	低情绪劳动组	自然真诚组	中情绪劳动组	高情绪劳动组	卡方	P值
性别	男	196	6.60%	5.10%	57.10%	31.10%	15.55	0.00^***
性别	女	520	6.00%	9.40%	66.20%	18.50%	15.55	0.00^***
族别	汉族	340	8.20%	4.70%	76.80%	10.30%	71.76	0.00^***
族别	少数民族	376	4.30%	11.40%	51.90%	32.40%	71.76	0.00^***
婚姻	已婚	556	6.10%	8.50%	61.20%	24.30%	8.94	0.03^*
婚姻	未婚	160	6.30%	7.50%	72.50%	13.80%	8.94	0.03^*
教龄	$\leqslant 5 $ 年	217	8.30%	6.90%	71.40%	13.40%	23.39	0.03^*
	6~10年	131	7.60%	6.90%	61.80%	23.70%
	11~15年	57	5.30%	7.00%	66.70%	21.10%
	16~20年	88	3.40%	9.10%	64.80%	22.70%
	$\geqslant 20$ 年	223	4.50%	10.30%	56.10%	29.10%
学校类型	重点	287	5.20%	10.80%	52.30%	31.70%	35.16	0.00^***
学校类型	非重点	429	6.80%	6.50%	71.30%	15.40%	35.16	0.00^***
学段	初中	499	5.60%	8.60%	62.10%	23.60%	3.90	0.27
学段	高中	217	7.40%	7.40%	67.30%	18.00%	3.90	0.27
班级类型	重点	119	5.00%	10.10%	44.50%	40.30%	37.75	0.00^***
	非重点	367	7.60%	6.00%	67.80%	18.50%
	都有	230	4.30%	10.90%	67.00%	17.80%
合计		716	44	59	456	157

	1中情绪劳动组	2高情绪劳动组	3自然真诚组	4低情绪劳动组	F	事后检验
职业幸福感	63.33±8.07	57.25±11.35	73.76±7.99	62.25±9.53	49.99^***	2<1≈4<3
工作投入	58.85±10.39	69.16±7.36	69.32±9.80	58.98±11.16	55.90^***	1≈4<2≈3
工作满意度	43.75±7.00	46.92±4.94	50.58±6.71	42.36±7.33	26.29^***	1≈4<2<3