| Education is the great cause of the country and the party,and teachers are the foundation of education and the source of its development.They are the backbone of the education system,and high-quality education is only possible with high-quality teachers.With the continuous improvement of China’s education modernization level,the construction of the secondary school teacher team in the new era has always been the basis of the work.However,the teacher team building isn’t fully adapted to the needs of talent cultivation in the new era,which is not only reflected in the aspect of subject knowledge but also in the teacher’s professional emotional aspect.Education is a practice of emotion,and teachers need to perform a lot of emotional labor in the process of teaching.Since the term “emotional labor” is coined in the 1980 s,the research gradually extends from the service industry to the education industry.Teachers’ emotional labor strategy refers to the regulation methods that teachers adopt to manage their emotional feelings and expressions in order to comply with the rules of work requirements in the working context.In China,research on teacher emotional labor is just beginning,with many studies focuses on the development of localized scales and the overall characteristics of emotional labor among teachers at different stages of education,but there is a lack of investigation into specific teacher groups.At the same time,there is little empirical research focusing on middle school teachers in different disciplines,and there is even less research on emotional issues among teachers in multi-ethnic areas,especially in Tibet.This study focuses on the current situation and related influencing factors of emotional labor among English teachers in secondary schools in Lhasa.Based on the theoretical and empirical research of previous studies,the study uses a questionnaire survey to investigate the emotional labor strategies uses by English teachers in secondary schools in Lhasa,and through interviews with five English teachers,analyzes their emotional labor strategies in their work and clarifies the specific situations in which they use these strategies.To analyze the collected questionnaire data,the study uses the online statistical analysis software SPSS23.0 to complete frequency,description,correlation,independent sample t-test,and one-way ANOVA.The study finds that: 1)The emotional labor of English teachers in secondary schools in Lhasa is at a medium to high level(the average score for emotional labor is 3.08);2)There are differences in the frequency and combination of emotional labor strategies used by English teachers in secondary schools in Lhasa.Teachers use deep acting and expression of natural felt emotion strategies more often,and the frequency of using surface acting and emotional deviance strategies is lower;3)Teachers use eight ways to regulate their emotions,including inhibiting,pretending,reframing,refocusing,isolation,outpouring,releasing,and deliberately being different;4)Individual and social factors have different effects on various aspects of teacher emotional labor.Finally,the conclusion of the study mainly proposes suggestions from individual teachers,schools,and society aspects.The aim of the study is to enrich the research content of emotional education for Tibet English teachers and promote their professional development.The paper proposes suggestions for improving the emotional labor of teachers in multi-ethnic regions and provides a reference for future research. |
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