因果机制与管理路径--国外教师情绪劳动研究综述

A Review of Teachers’Emotional Labor Studies in Abroad:Causal-effect Mechanism and Management Path

情绪劳动是区别于脑力劳动和体力劳动的第三种劳动。教师属于高情绪劳动职业,情绪劳动也逐渐成为教师教育领域的重要话题。国外教师情绪劳动研究普遍采用了社会建构的视角来理解教师情绪劳动,并将情绪劳动视为一种劳动过程,去探讨和关注不同类型教师的情绪劳动。国外教师情绪劳动研究常使用的理论框架有情感事件理论、情绪调节理论、资源保存理论以及定位理论四种理论。目前,国外对教师情绪劳动的研究主题集中在因果模型的探索,从个体因素、组织因素、互动方式以及情感事件上找寻影响因素,从个人层面和组织层面探求结果。沿着对其因果模型的研究梳理,可以发现表层行为策略、深层行为策略、自然情感表达策略是情绪劳动的三个重要组成部分。为了避免情绪劳动策略使用不当带来的负面影响,国外提出了自我缓解和寻求社会支持的自我管理策略,以及提前预防、注入能量和创造良好氛围的组织管理策略。

Emotional labor is the third kind of labor which is different from mental labor and physical labor.Teaching is a profession with high emotional labor,so emotional labor has gradually become an important topic in the field of teacher education.There are four theories used in the foreign studies of teachers’emotional labor:emotional event theory,emotional regulation theory,resource preservation theory and positioning theory.At present,the foreign studies of teachers’emotional labor focus on the exploration of the causal-effect model,inquire into influencing factors from the individual factors,organizational factors,interaction and emotional events,and explore the results from the individual level and organizational level.According to the studies of its causal-effect model,it can be found that surface behavior strategy,deep behavior strategy and natural emotion expression strategy are three important components of emotional labor.To avoid the negative impact of improper use of emotional labor strategies,foreign studies have proposed self-management strategies such as self-relieving and seeking social support,as well as organizational management strategies such as preventing,injecting energy and creating a good atmosphere in advance.In summary,the foreign studies of teachers’emotional labor are featured with being constructive,procedural and multi-object.