The Effect Of Junior Middle School Teachers' Emotional Labor On Job Burnout

Teachers must not only face the high demands and expectations of society in their work,but also meet the requirements of the school environment for teachers 'emotions.Facing the test of students' emotions by teachers,it is easy to cause job burnout.Therefore,understanding the influencing factors of job burnout is of great significance to the physical and mental health and development of junior middle school teachers in China.Among the factors affecting job burnout,"emotional labor" is the third type of labor in addition to physical labor and mental labor,which is commonly existed in the teacher field.Some of the emotional labor will increase job satisfaction and increase employee motivation,but some emotional labor may cause job burnout and other negative effects.Combining with previous researches,scholars have divergent conclusion.It is found that there are significant differences between the demographic variables affecting burnout,such as gender and teaching age,and what the differences are.And on the relationship between the two,the researchers' conclusions are still divided.Perceived social support will have a mitigating effect on passive emotion.Therefore,this study aims to explore the relationship between junior middle school teachers' emotional labor and job burnout,and the role of the perceived social support in it.In this study,a total of 461 junior high school teachers in Jilin Province,Guangxi Zhuang Autonomous Region and other regions were surveyed using the "Teacher Burnout Scale","Emotional Work Questionnaire for Primary and Secondary School Teachers",and "Perceived Social Support Scale".The results as followed:(1)There is no significant difference in junior high school teachers' total scores of job burnout,women are significantly higher in emotional exhaustion than men,and men are significantly higher in depersonalization than women;class teachers ' job burnout and their emotional exhaustion,depersonalization.It is significantly higher than that of non-class teachers,and there is no significant difference in self-fulfillment;teachers with 1-3 years and 4-6 years of job burnout are significantly greater than teachers of other teaching ages.(2)The surface acting of junior middle school teachers' emotional labor has a significant positive effect on burnout.Explain that the more teachers' surface acting,the easier burnout.(3)Junior high school teachers' active deep acting of emotional labor has a significant negative impact on burnout.(4)The passive deep acting of junior high school teachers ' emotional labor is significantly negatively related to job burnout.(5)Perceived social support has a moderating effect on the relationship between active deep acting in emotional labor and burnout,and has a negative effect(? =-0.11,t=-2.27,p=0.02<0.05): for teachers who perceived high social support,active deep acting will reduce their burnout(?=-0.30,t=-5.12,p=0.00<0.01).Conclusion: The junior middle school teachers' job burnout has significant differences in gender,teaching age,and whether or not they are class teachers.Emotional labor has a significant impact on burnout,and perceived social support can moderate the relationship between the two.In summary,this study makes the following suggestions for preventing and reduce teachers' burnout: establish a learning community to promote complementary resources among teachers;provide emotional labor training to promote teachers' cognitive change;give“stress-free” social support to reduce teachers 'job burnout.