A Study On The Relationship Among Preschool Teachers' Occupational Stress, Coping Styles And Emotional Labor

The emotional labor of kindergarten teachers is all the effort to adjust and manage their own emotions due to work needs in the working environment.Studies have shown that kindergarten teachers are highly emotional workers.The emotional work of kindergarten teachers is not only related to their own mental health,but also has a profound impact on the healthy growth of young children.The level of occupational pressure of preschool teachers and the different coping strategies have an important influence on emotional labor methods’ choice.The relevant policies issued by the state and the requirements for the community of kindergarten teachers at the social level are constantly increasing,which has virtually increased the professional pressure of the kindergarten teachers.Therefore,this study combines the current living environment of preschool teachers,and hopes to investigate and explore the current situation of professional pressure,emotional labor and coping strategies of preschool teachers in Shaanxi Province through questionnaires and case interviews,and to provide introduce empirical evidence for follow-up research and the state and relevant policies.In this study,603 kindergarten teachers in 12 kindergartens in Xi’an were selected as the research object.On the basis of drawing on existing literature,the questionnaire survey method and interview method were used to investigate the kindergarten teachers’emotional labor conditions,occupational pressure and coping strategies.Discussing the relationship between the three,the study found that:1.The three dimensions of preschool teachers’ emotional labor show differences in different factors.Surface acting have significant differences in age;deep acting have significant differences in academic qualifications;naturally emotion have significant differences in compilation status,marital status,teacher age,and academic qualifications.2.The overall occupational pressure of kindergarten teachers is at the lower middle level.There are significant differences in marital status,the nature of the garden,the status of the organization,the teacher’s educational background,and the classes of different ages brought.3.There are significant differences in the way preschool teachers copying strategies.Specifically,the positive coping strategies of preschool teachers have significant differences in marital status,age,education,and salary level;the negative coping strategies have significant differences in marital status,nature of the garden,establishment status,and teaching age.4.The occupational pressure and various dimensions of preschool teachers had positive correlation with surface acting and negative correlation with naturally emotion;all dimensions of emotional labor and positive coping strategies were positively correlated.Negative coping strategies were positively correlated,naturally emotion and negative coping strategies were negatively correlated;occupational stress and its various dimensions were positively correlated with negative coping strategies,work difficulty and challenging dimensions were negatively correlated with positive coping strategies.5.Regression analysis found that work difficulty and challenge,and positive coping strategies have a positive predictive effect on surface acting,and positive coping strategies have a significant positive predictive effect on deep acting and naturally emotion,work difficulty and challenging,and work intensity on nature The negative prediction of behavior is significant.The kindergarten teachers’ own level:1.Strengthen learning and practice,improve their work enthusiasm;2.Self-adjust in an appropriate way,and actively respond to professional pressure;3.Actively mobilize emotions at work and increase the use of deep and natural behavior.At the kindergarten level:1.Reducing the unnecessary systems in the nursery and reducing the burden on teachers;2.Regularly providing special psychological construction and other counseling to early childhood teachers;3.Paying attention to individual differences and improving the use of positive response methods for early childhood teachers.At the government level:1.Improve the salary and status of preschool teachers,compensate for resource consumption;2.Strengthen family education,improve the quality of parents and education concepts.