A Study On Governance Of Primary And Second School Teachers’ Burden From The Perspective Of Emotional Geographies

The heavy burden of primary and secondary school teachers is a prominent problem in the construction of the strengthening of teachering staff and the optimization of education quality.Because of the core position of teachers in social expectation and educational expectation,how to reduce the burden of primary and secondary school teachers has become a hot topic of social concern in recent years.By combing through the existing research results,it is found that teacher burden is a multidimensional concept influenced by many factors,among which teacher emotion is both the cause and embodiment of burden,and the burden of teachers is closely related to teachers’ emotions.Moreover,due to the characteristics of teachers’ work requiring contact and communication with multiple subjects,the geographical transformation of teachers’ interpersonal communication inevitably leads to the generation of teachers’ burden.Therefore,this study chooses emotional geography as the entry point to specifically analyze the governance of primary and secondary school teachers’ burden.Therefore,this study chooses emotional geographies as the entry point to specifically analyze the governance of primary and secondary school teachers’ burden.First of all,by combing domestic and foreign literature on emotional geographies and the burden governance of primary and secondary school teachers,the applicability of emotional geography in teacher burden management is analyzed.The viewpoint of emotional geographies points out that people’s emotional states are inseparable from their daily interactions,which also forms each person’s unique emotional geographical location.For primary and secondary school teachers,their emotional map reflects daily interaction objects involving social administrative departments,the public,school leaders,colleagues,students and their parents,and primary and secondary school teachers’ burden source of responsibility is no other than these objects.Therefore,the application of emotional geographies to the burden governance of primary and secondary school teachers has a theoretical fit.Then the author interprets the burden of primary and secondary school teachers based on the perspective of emotional geographies.Teacher burden is the core of this study,so it is necessary to clarify the connotation and types of teacher burden.By fully understanding teachers’ burden,this study deeply explores the internal relationship between emotional geographies and teachers’ burden,then demonstrates and expounds the main concern of teachers’ emotional burden.According to the viewpoint of emotional geographies,the components of teachers’ burden are divided into emotional distance of social and cultural geography,moral geography,professional geography,physical geography and political geography.The viewpoint of emotional geographies points out that the factors affecting individual emotional geography are mainly divided into three aspects: individual factor,school factor and social factor.Based on the viewpoint,teachers’ burden is divided into "teacher" source burden,"school" source burden and "community" source burden.Then,after the above theoretical research and exploration,based on the perspective of emotional geographies,the current situation of teachers’ burden in primary and secondary schools is investigated.As this study focuses on the emotion and burden of primary and secondary school teachers,it is mainly generated from individual daily professional practice and has the characteristics of specificity,complexity and dynamics.Therefore,this study uses qualitative research to deeply describe and analyze individual things at the micro level and deep psychological phenomena.Through investigation,it is found that the overall effect of burden governance of primary and secondary school teachers is not good,and the emotional burden of teachers is generally heavy.To be specific,first,from the perspective of "teacher" source burden: primary and secondary school teachers’ own burden is heavy,teachers’ emotion shows obvious individual differences.Second,from the perspective of "school" source burden: teachers’ emotional consumption at school is not proportional to emotional supply.Third,from the perspective of "social" source burden,the main body of the society has not yet formed the joint force to reduce the burden of teachers.Next,through the survey results to analyze the primary and secondary school teacher burden problem root.According to the perspective of emotional geography,teachers’ emotions are affected by interpersonal communication and emotional geographical location of interpersonal relationship,and teachers’ burdens are often embodied in teachers’ negative emotions.Therefore,according to the emotions displayed by primary and secondary school teachers,the current emotional map of primary and secondary school teachers is investigated,and the reasons for the failure to achieve the expected effect of teacher burden governance are analyzed from the distribution of the emotional map of teachers.Through the investigation,it is found that the main reasons for the burden of primary and secondary school teachers are emotional distance in the following five aspects.First,teachers’ personal emotional distance: teachers themselves have a heavy sense of burden.Second,the emotional distance of teachers’ professional growth: teachers cannot calmly cope with the challenges of professional development and the progress of The Times due to their own lack of ability;Thirdly,the emotional distance between teachers and interpersonal interaction: the expansion of teachers’ responsibilities leads to the increase of teachers’ affairs,but the lack of relevant emotional relief system.Fourth,the emotional distance of social culture,the conflict of educational ideas between teachers,parents and the public leads to emotional misunderstanding.Fifth,the emotional distance of power structure: the power discipline of school and administrative departments to teachers will also become emotional fetters of teachers.Finally,based on the theoretical and practical discussion and analysis,this study explores the optimization strategies of teacher burden governance in primary and secondary schools from the perspective of emotional geographies.The burden of primary and secondary school teachers is rich in types,complex in sources,and subject to the influence of various complex relationships,which means that the burden governance of primary and secondary school teachers is a complex,continuous and long-term work.Based on this,this study constructs the dual governance strategy of "external environment shaping,internal quality strengthening",and proposes the optimization strategy of teacher burden governance from the three levels of individual,school and society.First,at the individual level,teachers can improve their comprehensive quality by reducing their own burdens and pay attention to their emotional regulation.Second,at the school level,the organization can reduce the burden to optimize the school management mode and improve the emotional intelligence of teachers.Thirdly,at the social level,we can reduce the burden through mutual assistance to gather diverse social forces and relieve teachers’ emotional difficulties.