{"title":"构建初中教师情绪劳动过程模型","authors":"Ying-Fen Chang, Wei-Cheng Chien","doi":"10.1080/13540602.2023.2265822","DOIUrl":null,"url":null,"abstract":"ABSTRACTThis study constructed a model of the emotional labour process of teachers. This study sampled 1,075 Taiwanese junior high school teachers for a structural equation modelling analysis. The results revealed the following: (1) Female teachers exhibit higher levels of emotional job demands (ED), extrinsic motivation (EM) and intrinsic motivation (IM) of emotional labour, as well as surface acting, deep acting, and emotional exhaustion (EE) compared to male teachers. However, females display lower levels of depersonalisation (DP) compared to males. (2) Non-STEM teachers have higher levels of ED and EE compared to STEM teachers. However, STEM teachers exhibit more positive emotions (PE) compared to Non-STEM teachers. (3) Teachers with administrative positions experienced higher levels of EE compared to teachers without administrative positions. (4) ED positively predicted emotional labour strategies (ELS). (5) The EM positively predicted maladaptive ELS and negatively predicted adaptive ELS. IM positively predicted adaptive ELS. (6) Maladaptive ELS negatively predicted PE and positively predicted negative emotions (NE), whereas adaptive ELS positively predicted PE and negatively predicted NE. (7) PE negatively predicted EE and reduced personal accomplishment (RA), while NE positively predicted EE and DP.KEYWORDS: Emotional job demandsemotional labour motivationemotional labour strategiesjob burnoutjob emotions Disclosure statementNo potential conflict of interest was reported by the author(s).Ethics approvalsInstitution: Center for Research Ethics, National Taiwan Normal University, Taiwan.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":1.9000,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Constructing a model of the emotional labour process of junior high school teachers\",\"authors\":\"Ying-Fen Chang, Wei-Cheng Chien\",\"doi\":\"10.1080/13540602.2023.2265822\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACTThis study constructed a model of the emotional labour process of teachers. This study sampled 1,075 Taiwanese junior high school teachers for a structural equation modelling analysis. The results revealed the following: (1) Female teachers exhibit higher levels of emotional job demands (ED), extrinsic motivation (EM) and intrinsic motivation (IM) of emotional labour, as well as surface acting, deep acting, and emotional exhaustion (EE) compared to male teachers. However, females display lower levels of depersonalisation (DP) compared to males. (2) Non-STEM teachers have higher levels of ED and EE compared to STEM teachers. However, STEM teachers exhibit more positive emotions (PE) compared to Non-STEM teachers. (3) Teachers with administrative positions experienced higher levels of EE compared to teachers without administrative positions. (4) ED positively predicted emotional labour strategies (ELS). (5) The EM positively predicted maladaptive ELS and negatively predicted adaptive ELS. IM positively predicted adaptive ELS. (6) Maladaptive ELS negatively predicted PE and positively predicted negative emotions (NE), whereas adaptive ELS positively predicted PE and negatively predicted NE. (7) PE negatively predicted EE and reduced personal accomplishment (RA), while NE positively predicted EE and DP.KEYWORDS: Emotional job demandsemotional labour motivationemotional labour strategiesjob burnoutjob emotions Disclosure statementNo potential conflict of interest was reported by the author(s).Ethics approvalsInstitution: Center for Research Ethics, National Taiwan Normal University, Taiwan.\",\"PeriodicalId\":47914,\"journal\":{\"name\":\"Teachers and Teaching\",\"volume\":\"1 1\",\"pages\":\"0\"},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2023-10-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teachers and Teaching\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/13540602.2023.2265822\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teachers and Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13540602.2023.2265822","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Constructing a model of the emotional labour process of junior high school teachers
ABSTRACTThis study constructed a model of the emotional labour process of teachers. This study sampled 1,075 Taiwanese junior high school teachers for a structural equation modelling analysis. The results revealed the following: (1) Female teachers exhibit higher levels of emotional job demands (ED), extrinsic motivation (EM) and intrinsic motivation (IM) of emotional labour, as well as surface acting, deep acting, and emotional exhaustion (EE) compared to male teachers. However, females display lower levels of depersonalisation (DP) compared to males. (2) Non-STEM teachers have higher levels of ED and EE compared to STEM teachers. However, STEM teachers exhibit more positive emotions (PE) compared to Non-STEM teachers. (3) Teachers with administrative positions experienced higher levels of EE compared to teachers without administrative positions. (4) ED positively predicted emotional labour strategies (ELS). (5) The EM positively predicted maladaptive ELS and negatively predicted adaptive ELS. IM positively predicted adaptive ELS. (6) Maladaptive ELS negatively predicted PE and positively predicted negative emotions (NE), whereas adaptive ELS positively predicted PE and negatively predicted NE. (7) PE negatively predicted EE and reduced personal accomplishment (RA), while NE positively predicted EE and DP.KEYWORDS: Emotional job demandsemotional labour motivationemotional labour strategiesjob burnoutjob emotions Disclosure statementNo potential conflict of interest was reported by the author(s).Ethics approvalsInstitution: Center for Research Ethics, National Taiwan Normal University, Taiwan.
期刊介绍:
Teachers and Teaching: theory and practice provides an international focal point for the publication of research on teachers and teaching, in particular on teacher thinking. It offers a means of communication and dissemination of completed research and research in progress, whilst also providing a forum for debate between researchers. This unique journal draws together qualitative and quantitative research from different countries and cultures which focus on the social, political and historical contexts of teaching as work. It includes theoretical reflections on the connections between theory and practice in teachers" work and other research of professional interest.