The Influence Of Emotional Labor On Job Burnout Of High School Teachers

The use of emotional labor behaviors of high school teachers is closely related to the level of teachers’ job burnout.Optimizing the emotional labor behavior of high school teachers can help to reduce the level of job burnout of high school teachers.This study is based on the previous research literature on emotional labor and job burnout.Conduct reading analysis,conduct online questionnaire surveys and interviews with in-service high school teachers in Hunan,and conduct statistical analysis to explore the relationship between high school teachers’ emotional labor behavior and job burnout,in order to optimize the emotional labor experience of high school teachers and reduce their burnout.After studying and analyzing the relevant research literature on emotional labor and job burnout,the research topic and specific research direction are selected,and the survey is carried out by using the corresponding mature scale to formulate a questionnaire,and the survey data is analyzed.Statistics,combined with interview results and questionnaire survey results,to explore the current situation and relationship between high school teachers’ emotional labor behavior and job burnout,the conclusions are as follows:First,there are significant gender differences in the surface behavior of high school teachers’ emotional labor.The emotional labor and job burnout of female teachers are significantly higher than those of male teachers.Second,the emotional labor of high school teachers has significant differences in the characteristics of different educational backgrounds,and the degree of emotional labor of teachers with a bachelor’s degree is significantly greater than that of teachers with other educational backgrounds.Third,there is a significant correlation between emotional labor of high school teachers and job burnout.Fourth,intentional non-walking behaviors in high school teachers’ emotional labor have a significant positive impact on emotional exhaustion and depersonalization;superficial behaviors have a significant positive impact on low achievement.Fifth,passive deep behavior in emotional labor of high school teachers will have a significant negative impact on low achievement and depersonalization;active deep behavior will have a significant negative impact on low achievement.Based on the research results of this paper and existing research conclusions,the following suggestions are put forward: correctly guide parents to change their ideas,and promote healthy communication and cooperation between home and school;strengthen teacher training,optimize professional development,improve teacher treatment,and improve incentive systems;develop school-based training systems,improve Mental health services;Advocate democratic management,enrich the construction of campus culture,adjust emotional and emotional strategies,and appropriately vent negative emotions;establish a lifelong learning concept,maintain a positive teaching attitude,and improve professional quality and professional identity.