专题:潜在类别模型在教育研究中的应用

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

  • 赵雪艳 ,
  • 游旭群 ,
  • 秦伟
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  • 1. 伊犁师范大学教育科学学院,新疆伊宁 835000
    2. 陕西师范大学心理学院,西安 710062
    3. 陕西师范大学教育学部,西安 710062

录用日期: 2023-01-01

  网络出版日期: 2022-12-29

基金资助

伊犁师范大学博士科研启动基金(2021YSBS007);伊犁师范大学中国新疆与周边国家合作发展研究中心科研项目(2021ZBGJZD001)

The Latent Profile Analysis of Middle School Teachers’ Emotional Labor Strategies and the Relationship with Vocational Well-being

  • Xueyan Zhao ,
  • Xuqun You ,
  • Wei Qin
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  • 1. School of Educational Science, Yili Normal University, YiNing 835000, China
    2. School of Psychology, Shaanxi Normal University, Xi’an 710062, China
    3. School of Education, Shaanxi Normal University, Xi’an 710062, China

Accepted date: 2023-01-01

  Online published: 2022-12-29

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。

本文引用格式

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 . DOI: 10.16382/j.cnki.1000-5560.2023.01.002

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.

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