A Study On The Current Situation And Influencing Factors Of Rural Primary School Teachers' Emotional Labor ——A Case Study Of Six Rural Primary Schools In P City,J Province

Teachers are not only disseminators of knowledge,but also guides in students' learning careers.The proportion of rural primary school teachers in the entire teaching profession cannot be ignored,and the emotional labor of rural primary school teachers is closely related to the teaching quality of rural primary schools,and it is imperative to pay attention to the emotional labor of rural primary school teachers.The emotional labor of rural primary school teachers is to manage and regulate their own emotions in rural primary schools,to create emotions and mentalities suitable for teaching work,and to show emotional performance that is suitable for the requirements of teaching work norms.What are the characteristics of the emotional labor of rural primary school teachers in China,what aspects will affect the emotional labor of teachers,and how to improve the quality of emotional labor of rural primary school teachers?The study of these problems can not only deeply understand the current situation of emotional labor of rural primary school teachers,but also provide suggestions for rural primary school teachers to maintain a good emotional state of work,and can also promote the construction and development of rural teachers.Taking 265 teachers from six rural primary schools in J Province as the research object,this study used the "Emotional Labor Questionnaire for Primary and Secondary School Teachers" in the Chinese Educational Psychology Assessment Manual,the "School Environment Questionnaire" developed by Pan Xiaofu and others,the "Teacher Professional Identity Formal Questionnaire" developed by Wei Shuhua and others,and the "Teachers' Social Support Scale" developed and revised by Xiao Shuiyuan and others to obtain information on the emotional labor,school atmosphere,professional identity,and social support of rural primary school teachers,and presented the emotional labor level of rural primary school teachers through data analysis.The differences of rural primary school teachers' emotional labor under different demographic variables and the effects of school atmosphere,professional identity and social support on rural primary school teachers' own emotional labor were compared.This study mainly includes five parts:The first part of the introduction: mainly composed of three parts: research origin,research significance and literature review.The second part of the research design: mainly contains the definition of core concepts such as rural primary school teachers and emotional labor,the analysis of the self-efficacy theory,the teacher's career cycle theory and the need level theory based on the institute,and the research ideas,research methods,research tools,and research objects.The third part of the study on the characteristics of emotional labor of rural primary school teachers mainly discusses the overall differences of rural primary school teachers and the comparative differences in emotional labor of rural primary school teachers under different demographic variables.The fourth part analysis of influencing factors of emotional labor of rural primary school teachers: The key influencing factors are screened through interviews,and the school organizational atmosphere,professional identity and social support are determined as the main influencing factors.Analyze the mechanism of school organizational atmosphere,professional identity and social support on the emotional labor of rural primary school teachers.The fifth part strategies for improving the emotional labor of rural primary school teachers: Making rational recommendations based on teacher interviews and questionnaire results analysis.It mainly includes: establishing a sound emotional management mechanism for rural primary school teachers,strengthening the training of emotional management ability of rural primary school teachers,paying attention to the regulation and management of teachers' own emotions,improving the self-efficacy of teachers' work,recognizing the value of rural primary school teachers' work,and improving the working environment of rural primary school teachers.