Research On Teachers' Emotional Labor In After-school Services In Primary Schools Under The Background Of "double Reduction

In recent years,under the dual influence of the "double reduction" and "after-school service" policies,in order to improve the quality of basic education,the country has strengthened the construction of basic education teachers.As the backbone of after-school services,primary school teachers shoulder the responsibility of promoting the high-quality development of after-school services.Due to the particularity of the teacher profession,teachers in after-school services in primary schools pay physical and mental labor,but also pay emotional labor.Therefore,when paying attention to the professional development of teachers in after-school services in primary schools,the study of teachers’ emotions in after-school services in primary schools cannot be ignored.This study takes the teachers in the after-school service of primary school in Zone A of G City as the research object,and surveys the current situation of teachers’ emotional labor in the after-school service of primary school in Zone A with the help of questionnaires and interviews.The results show that the teachers in the after-school service of primary school in Zone A belong to high-intensity emotional workers,and the emotional labor in the after-school service of primary school is in terms of gender,teaching age,educational background,and whether they serve as class teachers There are significant differences in the weekly after-school service volume and after-school service categories.The study found that the following problems exist in the emotional labor of teachers in the after-school service of primary schools in Zone A: from an individual perspective,the level of emotional labor perception in the after-school service of male primary school teachers with junior college education is low,the level of emotional labor in the after-school service of primary school teachers who hold the position of head teacher is high,the level of emotional labor in the after-school service of primary school teachers with lower teaching age is high,and the level of emotional labor in the emotional labor of male teachers is high,as a whole,The emotional labor intensity of teachers in primary school after-school clothes is too high,the natural behavior dimension of teachers’ emotional labor in primary school after-school services is low,the emotional labor level of primary school teachers with more after-school services per week is high,and the emotional labor consumption level of teachers in after-school services is high.In order to improve the level of teachers’ emotional labor in after-school services in primary schools,the following improvement strategies are proposed: First,enable primary school teachers’ emotional labor in after-school services,including: improve their professional quality,enhance their emotional intelligence transformation ability,establish good interpersonal relationships,and cultivate their feelings for education;The second isThe external support of the school includes: formulating clear rules of emotional expression,strengthening the training and investigation of teachers’ emotional labor ability in after-school service;The third is social support and understanding.