Research On High School English Teachers’ Emotional Labor Ability

Teachers are high emotional laborers, and this is decided by teachers’professional characteristics and requirements. Since the research development of emotional labor has only 30 years’history, teachers’emotional labor has seldom been studied both at home and abroad. While as an important factor influencing teachers’teaching behaviors and learners’study results, teachers’emotional labor is drawing much more attention from researchers.Studying on the high school English teachers’emotional labor can not only enrich the connotation of emotional labor, have a better understanding of teachers’emotional state, and provide reference for policy makers, but also help teachers’physical and mental health development. What’s more, to understand the condition of high school English teachers’emotional labor can promote the stability of high school teachers and improve the education quality.Therefore, on the basis of the previous studies on emotional labor, the present study investigated high school English teachers’emotional labor ability through quantitative and qualitative analysis. The major instrument was questionnaire and interview was adopted as a further supplement. The subjects involved in this study were 94 high school English teachers in Pingguo County. This study aimed at finding out the present status of high school English teachers’classroom emotion regulation ability level, and discussing what the factors that affect the ability of classroom emotion regulation are. All the data were analyzed by SPSS17.0. According to the analysis of the data and the interview results, some major findings of the present study are found as follows:(1) The classroom emotion regulation ability of high school English teachers is basically in the middle to upper level. (2) Compared with other emotion regulation ability, teachers’self-negative emotion regulation ability is weaker. (3) With the years of teaching experience increasing, except the teachers’ regulation ability on all students’ negative emotion decrease with fluctuation, teachers’ regulation ability on self-positive emotion, self-negative emotion, students’individual’s positive/negative emotion, and all students’ negative emotion have fluctuant increase. (4) Based on different objects, teachers’emotion regulation ability is different. (5) The main factors that affect teachers’classroom emotion regulation are teachers’physical condition, teaching experience, self-control ability, teaching responsibility, teaching preparation, working strength, and school management, relationships with family and colleagues, students’performance, teacher-student relationship and so on.This thesis finally also provides some suggestions for improving the teachers’ emotion regulation ability. For example, teachers need to improve their self-regulation on felt emotion, emotional expression as well as emotional intelligence. Schools should advocate humanistic management, and provide professional trainings on emotional labor. Meanwhile, it reports the limitations of the present study at the end of the thesis. In addition, some advice for further researchers is put forward.