幼儿教师正念与情绪劳动的关系研究

Research on the Relationship between Mindfulness and Emotional Labor of Preschool Teachers

本研究以5所幼儿园的120名幼儿教师为研究对象,采用正念五因素量表和情绪劳动量表为研究工具,探究幼儿教师正念与情绪劳动的关系。结果发现幼儿教师正念的各个维度之间具有不均衡性,其中有觉知的行动得分最高,不判断得分最低;幼儿教师情绪劳动中自然行为得分最高,表层行为得分最低。不同年龄班的幼儿教师情绪劳动得分存在显著差异,大班幼儿教师情绪劳动显著高于中班幼儿教师;不同正念水平的幼儿教师之间情绪劳动存在显著差异,高正念水平的幼儿教师和中等正念水平的幼儿教师使用自然行为显著多于低正念水平的幼儿教师,高正念水平的幼儿教师使用深层行为显著多于低正念水平的幼儿教师;正念与自然行为、深层行为存在显著相关,正念对情绪劳动的自然行为预测效应为8.8%,正念对情绪劳动的深层行为预测效应为7.1%。

This research takes 120 preschool teachers in 5 kindergartens as the research object and uses the Five-factor Mindfulness Scale and Emotional Labor Scale as research tools to explore the relationship between mindfulness and emotional labor of kindergarten teachers.It was found that the preschool teachers’mindfulness score was at the upper-middle level.The conscious action scores the highest,and the non-judgment scores the lowest.Preschool teachers’emotional labor scores the highest for natural behaviors and the lowest for surface behaviors.There are significant differences in the emotional labor scores of preschool teachers in different age class⁃es.The emotional labor of preschool teachers in senior classes is significantly higher than that of preschool teachers in mid-classes.There are significant differences in emotional labor among preschool teachers with different levels of mindfulness.Preschool teachers with high and medium levels of mindfulness use natural behaviors significantly more than those with low level of mindfulness.Pre⁃school teachers with high level of mindfulness use deep behavior significantly more than preschool teachers with low level of mindful⁃ness.Mindfulness is significantly related to natural behavior and deep behavior.The predictive effect of mindfulness on the natural be⁃havior of emotional labor is 8.8%and the predictive effect of mindfulness on the deep behavior of emotional labor is 7.1%.