“为承认而斗争”:初任教师情感劳动的动机探究——基于14位初任教师的访谈研究

"Struggle for Recognition" : Novice Teachers' Motivation of Emotion Labor Based on Interviews with 14 Novice Teachers

初任教师处于从学生到教师的角色转换期,需要投入大量的情感劳动。依据博尔顿分类,情感劳动动机分为物质型、专业型、表现型和慈善型。本研究以此作为理论框架,通过对14位初任教师的访谈研究,发现四种动机在初任教师中均有体现。其中,专业型和表现型最为突出——初任教师迫切希望满足专业要求,彰显个体存在,“为承认而斗争”。探究初任教师情感劳动的动机,有利于帮助他们梳理现实问题,洞悉自身状况,把控情绪情感,以更好的状态胜任工作。

Novice teachers are in the transition period from students to teachers. They need some time to adapt to the new environment, integrate into the new collective, and be competent for the new role. In this process, novice teachers will invest a lot of emotion labor, and even produce emotional problems. According to Bolton's classification, the motivation of emotion regulation can be divided into four types: “pecuniary”,“prescriptive”, “presentational”, “philanthropic”. Based on the theoretical framework and the interviews with 14 new teachers, it is found that “prescriptive” and “presentational” motivation are the prominent motivation in the novice teachers, reflecting the characteristics of "struggle for recognition", that is, to meet professional requirements and manifest individual existence. Cognizance and experience the emotion labor of novice teachers and finding out the practical problems behind help new teachers to be better qualified for their work and arouse the organization to pay more attention to new teachers.