A Study on the Emotional Labor of Primary School Teachers Participating in After-class Services—Based on an Empirical Survey of 1300 Primary School Teachers in City W
After-school service is a process full of emotional involvement.Teachers'actions are influenced by their perceived emotions.Emotional labor is an important factor affecting teachers'regular teaching,after-school service quality,and their own professional development.An empirical investigation of 1300 primary school teachers in city W found that primary school teachers have a high level of emotional labor in after-school service,with a certain degree of emotional exhaustion risk.The level of emotional labor in after-school service is significantly influenced by factors such as gender,teaching experience,subject,and position.The level of emotional labor level of primary school teachers is positively correlated with their sense of competence and organizational support in after-school service.Primary school teachers exhibit four types of emotional labor in after-school service:"giving type"with positive involvement,"challenge type"and"coping type"with moderate involvement,and"excuse type"with negative involvement.Different types of emotional labor result in different behavioral patterns in after-school service.Individual characteristics,organizational support,work health care,emotional rules,and work burden are the main factors influencing primary school teachers'emotional labor in after-school service.Based on this,"seeing"teachers'emotional labor,creating a good educational ecosystem;strengthening the coordinated management of work burden,reducing the generation of teachers'negative emotions;empowering teachers'emotional internal force,providing classified guidance,is the key to unlocking teachers'"emotional code",and continuously deepening the importance direction of high-quality development of after-school services.
primary school teachersafter-school serviceemotional laborpath optimization
NETL
NSTL
万方数据
