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Research On Teacher's Emotion Work In Elementary And Middle School

Posted on:2008-02-07Degree:DoctorType:Dissertation
Country:ChinaCandidate:Y L LiuFull Text:PDF
GTID:1117360215965508Subject:Development and educational psychology
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Emotion work is one of the new concepts in the emotional psychology and the teacher's emotion work is a new domain in the educational psychology. With the exploration of psychological science into people's inner world, more and more researchers and theoreticians start to note the importance of emotion to people's daily life and work. As to elementary and middle school teachers, the emotion work not only affects their physical and moral integrity, work achievements, but also has tremendous influence on student's physical and mental integrity.Emotion work was first put forward by Hochschild in organizational behavior in the late 1970s and early 1980s. Since then, many foreign researchers carry out a large number of studies on emotion work. Most subjects in these studies are enterprise staff, administration personnel, and attendant. Although In 1983, according to his definition of emotion work and extend of emotional burden, Hochschild posited six kinds of work which required people to provide emotion work and one of which was teacher, however, in the literature, there is no research related to teacher's emotion work. In China, the research on emotion work is limited. In the past two years, there were only three or four articles on emotion work. Comparatively speaking, there are more researches carried out in China's Taiwan region, but, few studies attempt to investigate teacher's emotion work. At present, researches on emotion work in China mainly concentrate in the following aspects: definition, structure, measuring tools of emotion work; the influential factors on emotion work; the dependant variables of emotion work; the moderator and mediator variables of emotion work; the cognitive processing mechanism of emotion work.As an exploring research on teachers' emotion work, the present study puts forward the operational definition of emotion work on the basis of comprehensive analysis of previous studies. The present study develops Teacher's Emotion work Scale in Elementary and Middle School on the basis of documentation retrieval and analysis of the existing measuring instruments; Present study also discusses the relationship between teacher's emotion work and emotional intelligence, occupational commitment as well as analyses the effect of teacher's emotion work on their work satisfaction degree, job burnout and teaching potency. Additonally, preset research also disentangle the cognitive characteristic of two types of emotion work by using of the social cognitive research model (only code characteristic and recognizes characteristic are studied).The entire study is divided into 8 parts which compose a relatively clear and integrated research system. The conclusions drawn from this study are as follows:1. Both positive and negative emotional experience are in exsistence among elementary and middle schools teachers. The results of positive emotion scale shows that about 50% teachers were full of vigour and are absorbed in their work; 50% are lack of vigor and passion. The results of negative emotion scale shows 78.5% are in a state of peace and tranquil; 13.5% teachers are in a state of unhappiness such as blue, anger, terror, nerve, shy, agitation so on and so forth.2. Teacher's emotion work includes three dimensions: surface acting, the active deep acting and the passive deep acting. The reliability and validity of the emotion work scale is satisfactory.3. All the three emotion work strategies have been used by elementary and middle school teachers in China. 32.2% teachers in research use the surface acting, 70.5% use the the active deep acting and 82.4% teachers use the passive deep acting. About 70%-85% frequently use both the active deep acting and the passive deep acting strategies when they carry on their education and teaching activity. Teacher's age and class hours are the main demography variables that are influential to teacher's emotion work.4. Of all the influential factors on teacher's emotion work in elementary and middle school, surface acting is less correlated with their emotional intelligence and professional commitment. Active deep acting and passive deep acting are correlated with emotional intelligence to some extend and with most of dimensions of professional commitment. Different dimensions of teacher's emotional intelligence and professional commitment have different influences on three dimensions of emotion work.5. Teacher's surface acting closely correlates with some dimensions of their teaching-efficacy sense and job burnout; Teacher's active deep acting and passive deep acting profoundly influence their personal efficacy, job satisfaction and job burnout. As a whole, the influence of passive deep acting is greater than that of the active deep behavior regardless of the direct or indirect influence.6. The results of the cognitive experiment on the two kinds of teachers' emotion work indicate: (1) there is no significant difference between the high passive/ active deep acting group and high passive deep acting group on the quantity of their negative items coding and both groups give few preference for the negative items. Compared with the high passive group, the high passive/ active acting group is more sensitive to the positive items and inclines to regard the neuter items as positive items. Both the high passive/ active deep acting group and high passive deep acting group incline to positively code the positive and neuter items. On the study of recognition, the high passive/ active deep acting group can recognize more positive items than that can be recognized by the high passive acting group. However, there is no significant difference between these two groups in recognition of the neuter and negative items...
Keywords/Search Tags:The elementary and middle school teacher, emotion work, characteristics analysis, relational model, cognitive characteristic
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