幼儿园教师职业认同与情绪劳动策略的关系研究

A Study on the Relationship Between Kindergarten Teachers’ Professional Identity and Emotional Labor Strategy

对浙江省9个市区的247名幼儿园教师的职业认同和情绪劳动策略使用情况进行调查发现,幼儿园教师情绪劳动策略的使用在园所性质和教龄上存在显著差异,幼儿园教师职业认同在婚姻状态、学历、园所性质、年龄、教龄、工资水平上存在不同程度的差异。建议培养幼儿园教师对幼教工作的积极情感,减少教师对表层加工策略的使用;强化幼儿园教师的职业认知和职业需要,促进教师对深层加工策略的使用;从整体上提升幼儿园教师职业认同水平,促进教师对自然调节策略的使用。

The researchers investigated the professional identity and emotional labor strategy of 247 kindergarten teachers from 9 districts in Zhejiang, and found that kindergarten teachers’ emotional labor strategy show various differences in nature of kindergartens and yean of teaching, and teachen ’ professional identity also show various differences in marital status, teachen' degrees, nature of kindergartens, age, yean of teaching, and salary level. It is suggested that kindergarten should cultivate teachen’ positive emotion for teaching, reduce teachen’ use of surface processing strategy;teachen’ professional identity and needs should be strengthened to promote their use of deep processing strategies;and teachen ’ professional identity should be raised in general, encouraging teachen to use natural adjusting strategy.