乡村小学新教师情感劳动的质性研究

The Qualitative Research on New Teachers' Emotional Labor and Its Strategies in the Rural Primary School

教育是乡村振兴之本,新教师作为乡村教育持续发展的希望,情感劳动是其职业适应及专业发展的重要基础。通过对乡村小学新教师的质性研究发现,组织情境、职业身份、社会支持与个体差异等因素直接作用于他们的情感劳动。乡村小学可以有针对性地完善制度规范,加强新教师情感赋权,提升职业稳定感;构建和谐融洽的组织关系,明确新教师的职业身份形象,培育乡土归属感;多方联动整合校内外助力,巩固新教师职业认同感;自觉践行情感修养,增强新教师乡土责任感,从而以自信与专业的态度适应并融入乡村教育生活,激发职业成就感与幸福感,积极推进乡村教育振兴。

Education is the basement of rural revitalization,and new teacher is the hope of the rural school.Emotional labor for new teachers of rural primary school into the profession and professional development has an important influence.In-depth interview was used in the qualitative study,the results indicate that new identity,marginal role and individual differences of rural new teachers,or appointing tasks will be depended on the culture of rural school;doubts about teaching and classroom management of rural new teachers raised by students and parents will increase their emotional stress;supports from colleagues and families’can mitigate their emotional burnout;of new teachers will impact their emotional labor.Based on the emotional labor theory,the rural primary school can build harmonious interpersonal relationship through perfecting the regulatory system to enhance new teachers’sense of professional stability and belonging.Rural new teachers can deepen self-identification and sense of responsibility through the supports from schools and society,as well as improving emotional literacy,so they can adapt and integrate into professional life with confidence and professional attitude.