情绪劳动对幼儿园教师的意义:一项定量研究

doi:10.16382/j.cnki.1000-5560.2019.06.010

摘要/Abstract

摘要： 情绪劳动是一把"双刃剑"。在早期的研究中，学者们大多关注的是情绪劳动的负面影响，如由情绪劳动带来的工作压力、工作倦怠以及对身心健康的影响等。但在随后的研究中，情绪劳动的积极影响得到关注，如情绪劳动可提高员工的经济收入、自我成就感的实现等。本研究利用1040名各类幼儿园教师样本，探究幼儿园教师这一特殊职业群体的情绪劳动状况。研究结果表明：（1）幼儿教师"很少"进行表层表现，"有时"或"经常"进行深层表现，几乎"总是"呈现自然表现；（2）表层表现和教师的付出、教学经验和家庭对工作的干扰有正相关系；（3）深层表现对情绪耗竭和低成就感均有抑制作用，而自然表现则对低成就感和去个人化有抑制作用。本研究结果与传统研究结果并不一致，但与学前教育工作在情绪劳动的特殊性方面密切相关，契合国际上重建幼儿教育专业的概念运动。可见，拥有专业成就感与满足感是提高教师社会身份之关键，同时对完善我国幼儿园教师专业标准研制具有有益启示。

关键词: 情绪劳动, 幼儿教师, 专业标准

Abstract: Emotional labor is a double-edged sword. In earlier studies, most researchers focus on the negative effects of emotional labor such as work-related stress, burnout and physical and mental health resulting from emotional labor. In more recent studies, researchers have taken notice of the positive effects of emotional labor such as increase in salary and actualization of self-achievement. Utilizing a sample of 1,040 teachers from different types of kindergartens, this study explores emotional labor among kindergarten teachers. The results show:(a) kindergarten teachers "seldom" display surface acting, "sometimes" or "often" display deep acting, and almost "always" display natural acting; (b) surface acting is positively related to teachers' work effort, teaching experience, and family interference; (c) deep acting has a negative effect on emotional exhaustion and low accomplishment while natural acting has a negative effect on low accomplishment and depersonalization. While the results are somewhat inconsistent with those in traditional studies in the area, they well reflect the uniqueness of emotional labor in preschool education and resonate with the international movement of reconstruction of early childhood education. Since the sense of professional achievement and satisfaction is crucial to raising social status of kindergarten teachers, this study also has implications for the development of professional standards for kindergarten teachers.

Key words: emotional labor, kindergarten teacher, professional standards

尹坚勤, 吴巍莹, 张权, 贾云. 情绪劳动对幼儿园教师的意义:一项定量研究[J]. 华东师范大学学报(教育科学版), 2019, 37(6): 109-122.

Yin Jianqin, Wu Weiying, Zhang Quan, Jia Yun. Implications of Emotional Labour for Kindergarten Teaching: A Quantitative Study[J]. Journal of East China Normal University(Educational Sciences), 2019, 37(6): 109-122.

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