情感劳动对阿联酋幼儿教师敬业度的影响:教学自我效能感的中介作用

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Early Childhood Education Journal Pub Date : 2024-06-10 DOI:10.1007/s10643-024-01702-z
Qilong Zhang, Ghadah AlMurshidi, Ke Jiang
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引用次数: 0

摘要

情感劳动是教学的重要组成部分。教学自我效能感和敬业精神是影响教学的重要参数。关于情绪劳动、教学自我效能感和工作敬业度之间的关系,研究结果不一。本研究探讨了幼儿教师的情绪劳动模式、情绪劳动与工作敬业度之间的关系,以及教学自我效能感对这一关系的中介作用。数据是通过自填式问卷调查收集的,方便抽样调查了阿联酋各地托儿所和幼儿园的 305 名教师。平均值比较显示,表面行为(M = 2.92)的频率明显低于深层行为(M = 3.90)和自然情感表达(M = 4.19)。结构方程模型与引导中介分析显示,自然情感表达对敬业度(β = 0.43,p = 0.012)和教学自我效能感(β = 0.84,p = 0.002)有正向的直接影响,教学自我效能感对自然情感表达与敬业度之间的关系有部分中介作用,间接效应量为 0.501(p = 0.002),中介效应比为 54.10%。讨论了研究结果的意义。
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The Effect of Emotional Labour on Job Dedication Among Early Childhood Teachers in the UAE: The Mediating Role of Teaching Self-Efficacy

Emotional labour is an important part of teaching. Teaching self-efficacy and job dedication are important parameters that influence teaching. Mixed findings have been reported on the link between emotional labour, teaching self-efficacy, and job dedication. This study examined the pattern of emotional labour performed by early childhood teachers, the relationship between emotional labour and job dedication, and the mediating effect of teaching self-efficacy on the relationship. Data were collected through a self-administered questionnaire survey from a convenience sample of 305 teachers from nurseries and kindergartens across the UAE. The mean comparison revealed that surface acting (M = 2.92) was performed significantly less frequently than deep acting (M = 3.90) and expression of naturally felt emotions (M = 4.19). Structural equation modeling with bootstrap mediation analysis revealed that expression of naturally felt emotions had a positive, direct effect on dedication (β = 0.43, p = 0.012) and teaching self-efficacy (β = 0.84, p = 0.002), and that teaching self-efficacy had a partial mediating effect on the relationship between expression of naturally felt emotions and job dedication, with an amount of indirect effect of 0.501 (p = 0.002) and mediating effect ratio of 54.10%. The implications of the results were discussed.

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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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