中小学教师情绪劳动、师生关系与工作投入的纵向作用机制——基于变量中心和个体中心的视角

Longitudinal Mechanisms Among Teachers’Emotional Labor,Teacher-Student Relationship,and Work Engagement in Primary and Secondary School:Variable-Centered and Person-Centered Perspectives

基于变量中心和个体中心的双重视角,探讨中小学教师情绪劳动对工作投入的影响,以及师生关系的中介作用。采用情绪劳动问卷、师生关系问卷和工作投入量表对829名中小学教师进行为期六个月的短期追踪问卷调查,结果发现:(1)T1表层行为显著负向预测T2工作投入,T1深层行为和自然行为则无法显著预测T2工作投入,T1师生关系在T1表层行为与T2工作投入之间具有部分中介作用,而在T1深层行为、自然行为与T2工作投入之间具有完全中介作用;(2)潜在剖面分析识别出4类不同的教师情绪劳动剖面,即自然展现组、低展现组、中等展现组和高展现组,其中自然展现组师生关系品质最佳,工作投入水平最高,并且各亚组分布受教师性别、是否班主任以及发展阶段等因素影响;(3)以自然展现组为参照组,T1师生关系在低展现组、中等展现组与T2工作投入之间分别具有完全中介和部分中介作用。研究结论为改善教师情绪劳动和提升教师工作投入的教育实践提供了理论依据,为助力教育的情感转向和教师队伍建设提供了新视角。

Conducted from both variable-centered and person-centered perspectives,to explore the influence of emotional labor on work engagement of primary and secondary school teachers and the mediating effect of teacher-student relationship.A total of 829 primary and secondary school teachers completed a short-term follow-up questionnaire survey including the emotional labor,teacher-student relationship,and work engagement.The results indicated that:(1)T1 surface acting negatively predicted T2 work engagement,while T1 deep acting and expression of naturally felt emotions did not significantly predict T2 work engagement,and T1 teacher-student relationship partially mediated between T1 surface acting and T2 work engagement,while fully mediating between T1 deep acting,expression of naturally felt emotions and T2 work engagement.(2)Latent profile analysis identified four different categories of teacher emotional labor profiles,namely,natural presentation group,low presentation group,medium presentation group,and high presentation group,with the natural presentation group having the best quality of teacher-student relationship and the highest level of work engagement,and the distribution of subgroups was influenced by factors such as teacher gender,whether the charge teacher,and stage of development.(3)Using the natural presentation group as the reference group,the T1 teacher-student relationship was fully and partially mediated between the low presentation group,the medium presentation group,and the T2 work engagement,respectively.The findings provide a theoretical basis for improving teachers’emotional labor and enhancing teachers’work engagement in educational practice,and offer new perspectives to fuel the emotional turn in education and teacher development.