An Empirical Study On Emotional Labor Strategies Of Novice English Teachers In Secondary Schools

The development of education in our country has entered a new period,and new requirements and tasks have been put forward for deepening the construction of the teaching groups and promoting the professional development of teachers.As an important member of the teaching groups in the new era,novice English teachers in secondary schools,their choices and transformation of their emotional labor strategies are closely related to the improvement of the teaching quality of secondary schools’ education.The concept of emotional labor has attracted the attention of many researchers since it was formally proposed in 1979.However,most of the studies focus on the review or the definition of emotional labor,and little attention is paid to the emotional labor strategies of novice English teachers in secondary schools.This thesis attempts to explore the current situation and influencing factors of emotional labor strategies of novice English teachers in secondary schools through the form of emotional labor scale and semi-structured interviews.After that,the researcher will give corresponding suggestions accordingly.First of all,this thesis explores the current situation of emotional labor strategies of228 secondary schools’ novice English teachers in Sichuan and Chongqing by means of a questionnaire.From the results of the emotional labor strategy scale,it can be seen that novice English teachers in secondary schools belong to high emotional laborers.In terms of surface acting strategies,there are significant differences in English classroom teaching and organizational rules among novice female English teachers in secondary schools.In terms of deep acting strategies,there are significant differences in English classroom management,classroom feedback,and teaching objectives among novice English teachers in secondary schools under the age of 25.As far as authentic expression strategies are concerned,there are significant differences in English teaching process and teaching methods among 26-29-year-old secondary school novice English teachers.In addition,in terms of teaching age,there is no significant difference in the emotional labor strategies of secondary school novice English teachers.In terms of school types,there are significant differences in authentic expression strategies among secondary school novice English teachers.Through further testing,novice English teachers in ordinary high schools are more inclined to authentic expression strategies than teachers in the other three school types.From the results of the questionnaire,it can be determined that the key subjects of the interview are novice English teachers in secondary schools,novice English teachers in secondary schools under the age of 25,novice English teachers in secondary schools aged 26-29,and novice English teachers in ordinary high schools.Secondly,this thesis draws relevant research conclusions by arranging the interviews of 10 novice English teachers in secondary schools from Sichuan and Chongqing.Combining the relevant classification of emotional labor strategies and the interview results in this thesis,it can be seen that the emotional labor strategies of novice English teachers in secondary schools can be further subdivided into two types:surface acting and deep acting.In addition,emotional labor strategies also have two transition states: emotional dysregulation and emotional autonomy.The thesis finds that the emotional labor strategies of novice English teachers in secondary schools are mainly divided into two types: surface acting and deep acting.In addition,emotional labor strategies also have two transition states: emotional dysregulation and emotional autonomy.And some respondents showed a tendency to transform from surface acting strategies to deep acting strategies,and deep acting strategies to emotional autonomy.Therefore,it is particularly important to explore the influencing factors of the emotional labor strategy transformation of novice English teachers in secondary schools,which will help the further growth of novice English teachers.From the interview results,it can be seen that the internal factors affecting the emotional labor strategies of novice English teachers in secondary schools mainly include teaching tact,identity conversion,identity recognition,insider identity perception,and psychological empowerment.Therefore,the corresponding suggestions put forward in this thesis mainly include:consolidate professional foundation and participate in teaching practice,establish educational concept and emotional relationship,build practice community and improve debugging ability,stimulate creativity and improve management ability,create good atmosphere and pay attention to resource sharing.