The Correlational Research On Kindergarten Teachers' Emotional Labor And Teacher-Child Interaction

In kindergartens,teacher child interaction and peer interaction are the two most important ways of interaction.In collective teaching activities,teacher child interaction plays a leading role.Studies have shown that the quality of teacher child interaction has a certain impact on children's interpersonal communication,language expression,problem-solving and other aspects.In the research of teacher child interaction,there are few researches on teacher child interaction and kindergarten teachers' emotional labor.Kindergarten teachers live with their children for several hours every day.To a large extent,teachers' emotions are also transmitted to children through the process of teacher child interaction.We believe that there is a certain relationship between kindergarten teachers' emotional labor and teacher child interaction.Therefore,this study focuses on the relationship between the emotional labor of kindergarten teachers and the interaction between teachers and children,in order to provide relevant suggestions for improving the professional development level of kindergarten teachers and the quality of interaction between teachers and childrenIn this study,90 kindergarten teachers in S city are taken as the research object,and 90 kindergarten teachers are surveyed by using the revised kindergarten teachers emotional labor scale,and 90 kindergarten teachers are observed and scored by using the kindergarten version of CLASS classroom interaction evaluation system,also supplemented by in-depth interviews,here are the conclusions1.The average score of emotional labor of kindergarten teachers in the sample is 3.78,which is in the upper middle level.The order of scores from high to low is:deep play(4.33 ± 0.54)>natural performance(4.18 ± 0.67)>surface play(2.64 ± 0.81)2.Demographic variables have an impact on the emotional labor of kindergarten teachers.There are significant differences in age,grade of kindergarten,marital status,education background,teaching age,monthly salary,professional title and class variables on surface play.There are significant differences in fertility variables on natural performance.There are no significant differences in age,grade of kindergarten,marital status,education background,teaching age,monthly salary,professional title,class,birth status,gender,position,whether the major,whether the only child,whether there is establishment,whether the administrative work is performed on deep play and emotional labor3.The average score of teacher child interaction of kindergarten teachers in the sample is 4.89,which is in the upper middle level.The order of scores from high to low is:emotional support(5.81 ± 0.41)>classroom organization(5.07 ± 0.71)>educational support(3.46±0.78)4.Demographic variables have an impact on the teacher child interaction of kindergarten teachers.There are significant differences in class and curriculum variables on teacher child interaction.There are significant differences in the grade variables of the kindergarten on emotional support.There are significant differences in the grade,class and curriculum variables of the kindergarten on classroom organization.There are significant differences in gender,school level,marriage status,education background,class,curriculum and monthly wage on educational support.There are no significant differences in age,fertility status,position,major,teaching age,only child,organization,professional title,and administrative work among the three dimensions5.Kindergarten teachers' emotional labor and emotional support,classroom organization,educational support,and teacher-child interaction all show positive correlation to varying degrees,among which the correlation with classroom organization and teacher-child interaction has reached a significant level.The correlation coefficient R of emotional labor and teacher child interaction is equal to 0.215,and the determination coefficient R2 is equal to 0.046.There is negative correlation between surface play and emotional support,classroom organization,educational support,and teacher child interaction,but they are not significant.Deep play is positively related to emotional support,classroom organization,educational support and teacher-child interaction to varying degrees,among which the correlation with emotional support,classroom organization and teacher-child interaction has reached a significant level.Natural performance is positively correlated with emotional support,classroom organization,educational support and teacher child interaction to varying degrees,among which the correlation with educational support has reached a significant level.6.By using multiple regression analysis,we can see that the emotional labor of kindergarten teachers can significantly explain the 7.9%variation of teacher-child interaction.The standardized regression equation is:teacher child interaction=(-0.004)× surface play+0.240 × deep play+0.062 × natural performance.The stepwise multiple regression analysis shows that deep play can significantly predict the scores of teacher-child interaction,emotional support,classroom organization and education support.The standardized regression equation is:teacher-child interaction=0.276 × deep play,emotional support=0.208 × deep play,classroom organization=0.322 × deep play,education support=0.221 × deep play.Combined with the above conclusions,this paper puts forward relevant suggestions from the government,kindergarten and kindergarten teachers themselves.The government should improve relevant policies and systems to provide support and guarantee for kindergarten teachers;the kindergarten should strengthen the cultural construction of the kindergarten,and earnestly care for the emotional labor of kindergarten teachers;the kindergarten teachers should strengthen their professional ability to improve the quality of interaction between teachers and children.