Study On The Characteristics Of Emotional Work Of Mongolian And Han Primary And Secondary School Teachers And Their Relations With Personality And Organizational Support

In the new curriculum reform,teachers are also required to be more diversified.Teachers' identity is also changed from knowledge imparter to student learning guide and promoter.This multi-role identity also poses a great challenge to teachers.In this context,teachers,as high-emotion workers,adopt different emotional work strategies in their work,which also have an impact on their mental health.This study investigated the emotional work of teachers of Han and Mongolian nationalities and its influencing factors by questionnaire method,and preliminarily understood the characteristics and status quo of emotional work of teachers of Mongolian and Han nationalities,as well as the role of personality traits and organizational support in emotional work.The results are as follows:(1)In the process of teaching,teachers of Han and Mongolian primary and secondary schools adopt more active deep acting,passive deep acting,less surface acting,and Mongolian teachers adopt fewer emotional work strategies than Han teachers.(2)The three dimensions of emotional work of primary and secondary school teachers of Han nationality are significantly different in marriage,the surface behavior of primary and secondary school teachers of Han nationality is significantly different in gender,the active deep acting and passive deep acting of primary and secondary school teachers of Han nationality is significantly different in teaching age,the passive deep acting of primary and secondary school teachers of Han nationality is significantly different in school type and school location.The passive deep acting of Mongolian primary and secondary school teachers differssignificantly in school type and school location,but not in gender,marriage and teaching age.(3)The neuroticism of primary and secondary school of Han nationality teachers is positively correlated with active deep acting and passive deep acting.Extroversion is negatively correlated with active deep acting and passive deep acting;organizational support is positively correlated with neuroticism,negatively correlated with extroversion,and active deep acting and passive deep acting is positively correlated and negatively correlated with surface acting.The negative correlation between neuroticism and surface acting of primary and secondary school teachers of Mongolian nationality is positively correlated with passive deep acting,and psychoticism is negatively correlated with passive deep acting.Extroversion is significantly negatively correlated with active deep acting and passive deep acting;organizational support is positively correlated with neuroticism,and active Deep acting is positively correlated with passive deep acting.(4)Organizational support of primary and secondary school teachers of Han and Mongolian nationalities plays a moderating role in the influence of personality on emotional work.At the high level of organizational support,extroversion personality can negatively predict active deep acting;at the low level of organizational support,psychoticism personality can significantly positively predict passive passive deep acting.At the high level of organizational support,extroversion personality can negatively predict active deep acting;at the high level of organizational support,extroversion personality can negatively predict passive deep acting;and at the low level of organizational support,neuroticism personality can significantly positively predict active deep acting.