新疆高中英语教师情绪劳动调查研究

A Survey on Senior High School English Teachers’Emotional Labor in Xinjiang

本研究采用混合研究方法,通过问卷与访谈方式调查新疆高中英语教师在教育教学过程中的情绪感受与情绪劳动策略的使用,并探究影响教师情绪劳动策略使用的主要因素。调查结果显示:(1)新疆高中英语教师在教育教学过程中的消极情绪感受高于积极情绪感受,较为显著的消极情绪感受依次是焦虑、无力、失望和困惑,较为显著的积极情绪感受依次为幸福、关心、热情和喜爱;(2)新疆高中英语教师较多使用真实表达和深层扮演策略,较少使用表层扮演策略;(3)影响新疆高中英语教师情绪劳动策略使用的主要因素为个人性格特点、职业信念、工作成就等个体因素,以及师生关系、同事关系、领导权威与行政事务等组织因素。基于此,本研究为促进教师有效调节情绪及采取适当的情绪劳动策略提出建议。

This study adopts a mixed research method to investigate the general emotions and emotional labor strategies of senior high school English teachers in Xinjiang through questionnaires and interviews,and explores the factors affecting teachers’use of emotional labor strategies.The results show that:(1)Senior high school English teachers in Xinjiang generally experience more negative emotions than positive emotions,the most common negative emotions are anxiety,hopelessness,disappointment and confusion,while the most common positive emotions are happiness,caring,enthusiasm,and love;(2)Senior high school English teachers in Xinjiang use more strategies of genuine expression and deep acting,but less use strategy of surface acting;(3)the main factors affecting the teachers’use of emotional labor strategies include the individual factors such as personal personality,professional belief,and work achievements,etc.,as well as organizational factors such as teacher-student relationship,colleague relationship,leadership authority,and administrative affairs,etc.Based on these results,this study makes recommendations for teachers to effectively regulate their emotions and adopt appropriate emotional labor strategies.