家校互动中教师的情绪劳动策略及其选择动因——基于个案的叙事研究

Teachers􀆳Emotional Labor Strategies and Their Motivation of Choice in Home-School Interactions:Case-Based Narrative Research

家校互动是一种具有情绪负载的,建立在情绪理解与交流基础上的实践活动。基于象征互动论,采用叙事研究法,发现家校互动过程中教师情绪劳动策略的现实表征主要包括“真情流露”与“情绪宣泄”的自然表达策略、“主动适应”与“被动压制”的表层表演策略、“改变认知”与“自我心理暗示”的深层表演策略。教师情绪劳动策略选择主要受教师“个体特征”与“个人传记”、教师与家长之间“情绪距离”和学校“前台”的“支持氛围”及“情绪规则”的影响。因此,家校互动中教师情绪劳动策略的优化路径:一是要从教师个体层面出发,提升教师自我情绪整饰能力,唤起教师内心正向情意特质;二是要在家校关系层面强调“情”的作用,积极构建基于情绪理解的家校关系;三是要从学校组织层面完善教师情感支持体系,减轻教师工作压力。

Home-school interaction is an emotionally loaded,hands-on activity based on emotional understanding and communication.Based on the symbolic interactionism and the narrative research method,this study found that the realistic representations of teachers􀆳emotional labor strategies in home-school interactions include natural expression strategies based on“true expression”and“emotional catharsis”,surface performance strategies based on“active adaptation”and“passive suppression”,and deep performance strategies based on“cognitive change”and“psychological suggestion”.Teachers􀆳choice of emotional work strategies was influenced by teachers􀆳“individual characteristics”“personal biographies”,the“emotional distance”between teachers and parents,and the“supportive climate”and“emotional rules”of the school􀆳s“setting”.Therefore,the results of this study suggest that the optimization of teachers􀆳emotional labor strategies in home-school interactions should improve teachers􀆳self-emotional adjustment ability at the individual level to evoke their positive emotional qualities and emphasize the role of“emotion”in the home-school relationship level to build a home-school relationship based on emotional understanding.Improving teachers􀆳emotional support system at the school organization level to reduce teachers􀆳work load is also suggested.