Research On The Structure,Developmental Characteristics And Mechanism Of Teacher’s Moral Emotion

The structure of teachers’ moral emotion is multi-level,multi lateral and complex. The teacher mood is always the hot topic of research, but teachers’moral emotion has not payed enough attention. Teachers’ moral emotion is very rich in philosophy and ethics theory, but few theoretical and empirical research in the field of psychology. Therefore, this study is based on the literature analysis,used open questionnaire and interview method, formation the teachers’moral emotion scale. Taking Fujian province teachers as subjects, adopted the teachers’moral emotion scale, teachers’ occupation identity scale (Wei Shuhua,2008) and teachers occupation burnout inventory (Lian Rong,2004), in order to acquaintance the current situation and development characteristics of the teachers’moral emotion. By exploring the relationship among teachers’ occupation identity, moral emotion and occupation burnout, revealing the mechanism of teachers’ moral emotion. The study findings are as follows:(1)The self-made moral emotion scale of teachers had good validity. The scale mainly contained four dimensions including the love feeling, the sense of responsibility, the sense of pride and the sense of respect.(2)On the whole, the moral emotion of teachers was at a high level. Among the four dimensions, the scores of the sense of responsibility were the highest, followed by the scores of the love feeling and the feeling of pride, finally the scores of the sense of respect.(3) On the whole, the teachers’ moral emotion was significant statistically differences in gender and school nature. The scores of the female teachers were significantly higher than the male ones, the scores of the key school teachers were significantly higher than the non-key school ones. However, there was not significant difference in headmaster,age, teaching age, marriage, education, job title, school located and monthly income. Among the specific dimensions, a significant difference was existed between the teachers whether he or she is in headmaster or not in the love feeling, the sense of responsibility and the sense of respect. The scores of the teachers from different school natures were significantly different in the love feeling, the sense of respect. The scores of the teachers with different ages were significantly different in the sense of caring. The scores of the teachers with different teaching ages were significantly different in the love feeling, the sense of responsibility, the sense of pride and the sense of respect feeling. The scores of the teachers with different marital status were significantly different in the sense of respect. The scores of the teachers with different titles were significantly different in the sense of caring, the sense of responsibility. The scores of the teachers with different locations were significantly different in the sense of caring. The scores of the teachers with different monthly income were not significantly different in any dimensions.(4)Professional identity and moral emotion was significantly negatively related to career identity, moral emotion and job burnout has significant positive correlation.(5)On both the moral emotion and its dimensions and job burnout and its lack of a sense of accomplishment dimension, high professional identity is significantly higher than low professional identity; on the dimension of emotional exhaustion and depersonalization, high professional identity was significantly lower than low professional identity.(6) Teachers’moral emotion is not moderating effect of significant between professional identity and job burnout.(7) Teachers’moral emotion plays a significant part of the intermediary role between the professional identity and job burnout.