Research On The Influence Mechanism Of Emotional Labor On Organizational Citizenship Behavior Of Public Primary School Teachers

After entering the new era of socialism with Chinese characteristics,people have shown more urgent yearning for fair and quality education.Since the 18 th National Congress of the CPC,the Party Central Committee with Comrade Xi Jinping at the core has given prominence to the construction of teachers.In order to build a high-quality professional teacher team and improve the teacher management and development policy system,it is necessary to pay attention to the emotional labor management of teachers and inspire them to demonstrate more organizational citizenship behaviors.Previous studies have confirmed that different types of emotional labor may have different effects on organizational citizenship behaviors.Therefore,it is of great significance in theory and practice to clarify the types of emotional labor and its the mechanism of their influence on public primary school teachers and take appropriate measures to promote their organizational citizenship behaviors.Based on the theory of conservation of resources and affective events,this study constructs the action path and research framework of emotional labor on organizational citizenship behavior of public primary school teachers,examines the mediating role of affective commitment between the two variables,and explains the mechanism of emotional labor on organizational citizenship behavior of public primary school teachers.At the same time,this study also enriches the study of moderating variables,explores the moderating role of psychological empowerment and public service motivation between emotional labor and affective commitment,and its contingent influence on the whole mediating function.This study adopts a mixed research method,that is,first,carry out in-depth interviews with 10 public primary school teachers,to initially verify the research hypothesis,and then test the hypothesis through 267 effective questionnaires collected online.The results show that:(1)the public primary school teachers of different ages and with different marital status,professional titles and service years perform differently in the surface acting,and the public primary school teachers with different educational backgrounds perform differently in the expression of naturally felt emotions;and there are differences in organizational citizenship behaviors among public primary school teachers of different ages,with different marital status,education backgrounds,professional titles and service years;(2)The surface acting of public primary school teachers has a negative impact on the performance of organizational citizenship behaviors;deep acting has a positive impact on the performance of organizational citizenship behaviors;the expression of naturally felt emotions has a positive effect on the performance of organizational citizenship behaviors;(3)Affective commitment plays a mediating role between emotional labor and organizational citizenship behavior.Surface acting has a negative effect on the performance of organizational citizenship behavior by weakening affective commitment;deep acting and expression of naturally felt emotions have positive effects on the performance of organizational citizenship behavior by enhancing affective commitment;(4)Psychological empowerment plays a moderating role between emotional labor and organizational citizenship behavior of public primary school teachers.The higher psychological empowerment is,the weaker the negative effect of surface acting on organizational citizenship behavior through affective commitment will be.However,it cannot moderate the positive effect of deep acting and expression of naturally felt emotions on organizational citizenship behavior through affective commitment.Public service motivation does not play a moderating role between emotional labor and affective commitment,nor can it indirectly moderate the relationship between emotional labor and organizational citizenship behavior.Finally,from the three levels of educational administrative departments,schools and individuals,it puts forward suggestions for optimizing the management of public primary school teachers,including: promoting system construction,improving incentive mechanisms,improving job responsibilities,and strengthening organizational connections.