教师队伍建设

情绪劳动对幼儿园教师的意义:一项定量研究

  • 尹坚勤 ,
  • 吴巍莹 ,
  • 张权 ,
  • 贾云
展开
  • 1. 江苏第二师范学院学前教育学院暨学前教育国际研究所, 南京 210012;
    2. 南卡罗来纳大学阿诺德公共卫生学院暨南卡罗来纳智州健康维护质量研究中心, 美国哥伦比亚 29208

网络出版日期: 2019-11-22

基金资助

江苏省哲学社会科学重点课题"江苏农村学前教育公共服务体系的保障机制研究"(14JYA003);江苏省"十三五"教育规划重点课题"幼儿教师工作心理状态研究"(B-b/2018/01/17)。

Implications of Emotional Labour for Kindergarten Teaching: A Quantitative Study

  • Yin Jianqin ,
  • Wu Weiying ,
  • Zhang Quan ,
  • Jia Yun
Expand
  • 1. Early Childhood Education College, Jiangsu Second Normal University, Nanjing 210012, China;
    2. South Carolina Smart State Center for Healthcare Quality, University of South Carolina Arnold School of Public Health, Columbia, SC 29028, USA

Online published: 2019-11-22

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。

本文引用格式

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 . DOI: 10.16382/j.cnki.1000-5560.2019.06.010

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.

参考文献

程红玲,陈维政.(2009).情绪劳动:概念的追溯与建构.华东经济管理, (11),117-121.
陈晓宁.(2010).高校青年教师情绪劳动的实证研究.黑龙江高教研究,(12),23-26.
陈依萍,王芳.(2014).护士的情绪劳动策略与工作倦怠的关系:个体内和人际间路径.中国临床心理学杂志, 22(5),873-876.
杜江红,李永鑫.(2014).2004-2013年《职业健康心理学杂志》论文分析.中国心理卫生杂志, (08),602-607.
段建华.(1996).总体幸福感量表在我国大学生中的试用结果与分析.中国临床心理学杂志, 4(01),56-57.
傅慧,段艳红.(2013).情绪劳动研究述评与展望.管理学报, (09),1399-1404.
胡青,孙宏伟.(2016).情绪劳动与心理健康的关系:工作倦怠的中介作用.心理与行为研究, 14(05),662-667.
李海燕.(2018).真实的自己还是假装的表达情绪?——教师情绪工作的心理历程分析.教师教育研究,30(01),103-109.
李嘉,徐彪,李相玉,杨忠.(2015).情绪劳动、工作倦怠与组织承诺:组织支持感的调节作用. 江海学刊,(03),215-220.
李俊刚,郭苹.(2013).幼儿教师情绪劳动的特点与模型的初步建构.早期教育(教科研版), (04),27-30.
李新民,陈密桃.(2006).幼儿教师的情绪劳动因素结构及其对工作倦怠之影响.高雄师大学报:教育与社会科学类, (20),67-89.
毛晋平,莫拓宇.(2014).中小学教师心理资本、情绪劳动策略、工作倦怠的关系研究.教师教育研究,(05),22-28.
廖化化,颜爱民.(2015).情绪劳动的内涵.管理学报,(02),306-312.
孙俊才,乔建中.(2005).情绪性工作的研究现状.心理科学进展,13(01),85-90.
孙阳,王元,张向葵.(2013).幼儿教师职业承诺与情绪耗竭:情绪劳动的中介作用.心理与行为研究,11(4),497-502.
田学红,周厚余,陈登伟.(2009).特殊教育教师情绪劳动状况调查.中国特殊教育,(08), 50-56.
杨伟平,程艺,陈建新.(2017).组织家庭支持感对幼儿园教师情绪劳动调节的研究.早期教育(教科研版), (01),31-34.
尹弘飚.(2009).教师专业实践中的情绪劳动.教育发展研究,(10),18-22.
余胜美.(2017).幼儿教师情绪劳动表现及管理策略——基于对广州市部分幼儿园教师的问卷调查.教育导刊(下半月),(07),66-69.
王海雯,张淑华.(2018).情绪劳动策略与工作满意度关系的元分析.心理科学进展,26(04),599-613.
张晓,夏婧.(2017).近年来国内外幼儿教师情绪劳动研究现状.教育导刊 (下半月),(04), 45-48.
张莹.(2017).情绪劳动对职业倦怠的影响:应对方式的调节作用.心理学科学进展,7(05), 755-765.
赵慧军,席燕平.(2016).情绪劳动策略对情绪耗竭的影响研究:内部人身份感知和自我效能感的作用.社会科学家,(08),84-88.
钟晨音.(2010).职前阶段教师情绪劳动素养训练的设计与实施.教育研究与实验, (03),62-66.
Allison, P. D. (2003). Missing data techniques for structural equation modeling. Journal of Abnormal Psychology, 112(4), 545-557.
Ashforth, B. E., & Humprey, R. H. (1993). Emotional labor in service roles: The influence of identity. Academy and Management Journal, 18(1), 88-115.
Basim, H. N., Begenirbas, M., & Yalcin, R. (2013). Effects of teacher personalities on emotional exhaustion: Mediating role of emotional labor. Educational Sciences: Theory and Practice, 13(3), 1488-1496.
Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588-598.
Boomsma, A. (2000). Reporting analyses of covariance structures. Structural Equation Modelling, 7(3), 461-483.
Briggs, S. R., & Cheek, J. M. (1986). The role of factor analysis in the development and evaluation of personality scales. Journal of Personality, 54(1), 106-148.
Brotheridge, C. M., & Grandey, A. A. (2002). Emotional labor and burnout: Comparing two perspectives of "people work". Journal of Vocational Behavior, 60(1), 17-39.
Colley, H. (2006). Learning to labour with feeling: Class, gender and emotion in childcare education and training. Contemporary Issues in Early Childhood, 7(1), 15-29.
Dalli, C. (2008). Pedagogy, knowledge and collaboration: Towards a ground‐up perspective on professionalism. European Early Childhood Education Research Journal, 16(2), 171-185.
Diefendorff, J. M., Croyle, M. H., & Gosserand, H. (2005). The dimensionality and antecedents of emotional labor strategies. Journal of Vocational Behavior, 66(2), 339-357.
Erickson, R. J., & Ritter, C. (2001). Emotional labor, burnout, and inauthenticity: Does gender matter? Social Psychology Quarterly, 64(2), 146-163.
Fazio, A. F. (1977). A concurrent validational study of the NCHS General Well-Being Schedule. Vital and Health Statistics, 2(73)1-53.
Figley, C. R. (2013). Compassion fatigue: Coping with secondary traumatic stress disorder in those who treat the traumatized. London: Routledge.
Goldstein, L. S. (1997). Teaching with love: A feminist approach to early childhood education. New York: Peter Lang.
Grandey, A. (2000). Emotion regulation in the workplace: A new way to conceptualise emotional labor. Journal of Occupational Health Psychology, 5(1), 95-110.
Grant, A. M., Christianson, M. K., & Price, R. H. (2007). Happiness, health, or relationships? Managerial practices and employee well-being tradeoffs. Academy of Management Perspectives, 21(3), 51-63.
Greenhaus, J. H., & Powell, G. N. (2003). When work and family collide: Deciding between competing role demands. Organizational Behavior and Human Decision Processes, 90(2), 291-303.
Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(2), 811-826.
Hochschild, A. R. (1983). The managed heart: Commercialization of human feeling. Berkeley: University of California Press.
Hochschild, A. R. (1979). Emotion work, feeling rules and social structure. American Journal of Sociology, 85(3), 551-575.
Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Journal of Business Research Methods, 6(1), 53-60.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
Isenbarger, L., & Zembylas, M. (2006). The emotional labour of caring in teaching. Teaching and Teacher Education, 22(1), 120-134.
Kinman, G., Wray, S., & Strange, C. (2011). Emotional labour, burnout and job satisfaction in UK teachers: The role of workplace social support. Educational Psychology, 31(7), 843-856.
Kline, R. B. (2005). Principles and practices of structural equation modelling (2nd ed.). New York: The Guilford Press.
Li, J., Loerbroks, A., Shang, L., Wege, N., Wahrendorf, M., & Siegrist, J. (2012). Validation of a short measure of effort-reward imbalance in the workplace: Evidence from China. Journal of Occupational Health, 54(6), 427-433.
Morris, J. A., & Feldman, D. C. (1996). The dimensions, antecedents, and consequences of emotional labor. Academy of Management Review, 21(4), 986-1010.
Ogbonna, E., & Harris, L. C. (2004). Work intensification and emotional labour among UK university lecturers: An exploratory study. Organization Studies, 25(7), 1185-1203.
Osgood, J. (2010). Reconstructing professionalism in ECEC: The case for the ‘critically reflective emotional professional’. Early Years, 30(2), 119-133.
Pallant, J. (2007). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows (3rd ed.). Open University Press.
Philipp, A., & Schüpbach, H. (2010). Longitudinal effects of emotional labour on emotional exhaustion and dedication of teachers. Journal of Occupational Health Psychology, 15(4), 494-504.
Pisaniello, S. L., Winefield, H. R., & Delfabbro, P. H. (2012). The influence of emotional labour and emotional work on the occupational health and wellbeing of South Australian hospital nurses. Journal of Vocational Behavior, 80(3), 579-591.
Qi, X. L., Ji, S., Zhang, J., Lu, W. Y., Sluiter, J. K., & Deng, H. H. (2017). Correlation of emotional labor and cortisol concentration in hair among female kindergarten teachers. International Archives of Occupational and Environmental Health, 90, 117-122.
Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323-338.
Seery, B. L., Corrigall, E. A., & Harpel, T. (2008). Job-related emotional labor and its relationship to work-family conflict and facilitation. Journal of Family and Economic Issues, 29(3), 461-477.
Siegrist, J., Starke, D., Chandola, T., Godin, I., Marmot, M., Niedhammer, I., & Peter, R. (2004). The measurement of effort-reward imbalance at work: European comparisons. Social Science & Medicine, 58(8), 1483-1499.
Steiger, J. H. (2007). Understanding the limitations of global fit assessment in structural equation modeling. Personality and Individual Differences, 42(5), 893-898.
Tarhini, A., Hone, K., & Liu, X. (2014). The effects of individual differences on e-learning users’ behaviour in developing countries: A structural equation model. Computers in Human Behavior, 41, 153-163.
Wainwright, E., Marandet, E., Smith, F., & Rizvi, S. (2010). The microgeographies of learning bodies and emotions in the ‘classroom-salon’. Emotion, Space and Society, 3(2), 80-89.
Wróbel, M. (2013). Can empathy lead to emotional exhaustion in teachers? The mediating role of emotional labor. International Journal of Occupational Medicine and Environmental Health, 26(4), 581-592.
Wu, M., Zhang, D, Chen, X., Yu, L., & Guo, C. (2009). The measure of the work-family conflict of Chinese elementary and secondary school teachers. Psychological Development and Education, 25(1), 120-127.
Yang, L., Fu, C., Zhao, X., Chen, L., Yan, H. L., & Zhang, Y. (2015). Mediating effect of job burnout on the relationship between work-family conflict and subjective well-being of primary and middle school teachers. Chinese Journal of Clinical Psychology, 23(2), 330-335.
Yao, S. M., Yu, H. M., Ai, Y. M., Song, P. P., Meng, S. Y., & Li, W. (2015). Job-related burnout and the relationship to quality of life among Chinese medical college staff. Archives of Environmental & Occupational Health, 70(1), 27-34.
文章导航

/