文章摘要
贾云.幼儿园教师情绪劳动与专业发展关系研究[J].陕西学前师范学院学报,2020,36(12):89-95
幼儿园教师情绪劳动与专业发展关系研究
A Study on the Relationship between Emotional Labor and ProfessionalDevelopment of Preschool Teachers
投稿时间:2020-10-09  修订日期:2020-10-18
DOI:10. 11995/j. issn. 2095-770X. 2020. 12. 011
中文关键词: 情绪劳动  专业发展  职业延迟满足  抑郁  焦虑
英文关键词: emotional labor  professional development  occupational delay of gratification  depression  anxiety
基金项目:江苏省高校哲社课题(2018SJA0518)
作者单位
贾云 (江苏第二师范学院学前教育学院江苏南京211200) 
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中文摘要:
      为探索幼儿园教师情绪劳动与专业发展的关系,运用修订的幼儿园教师情绪劳动量表对1011 名幼儿教师进行问卷调 查发现:幼儿园教师的表层表现与职业延迟满足显著负相关,与工作中的抑郁焦虑情绪显著正相关;深层表现和自然表现与职 业延迟满足显著正相关,深层表现与工作中的抑郁情绪显著负相关,自然表现与工作中的抑郁焦虑情绪显著负相关。研究表 明幼儿园教师情绪劳动的结构与专业发展水平相一致,优化情绪劳动结构能促进专业水平的提升。
英文摘要:
      Utilizing a sample of 1011 teachers from different types of kindergartens,this study explores the relationship between emotional labor and professional development of preschool teachers.The results include: There was a significant negative correlation between surface performance and occupational delay of gratification(ODG), and a significant positive correlation between surface performance and depression and anxiety; Deep performance and natural performance were positively correlated with ODG; Deep performance and natural performance both were negatively correlated with depression and anxiety. In conclusion, the structure of emotional labor of preschool teachers was consistent with their level of professional development. Optimizing the structure of emotional labor can promote the level of professional development.
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