| Double Reduction education reform means to break the normal state and change the familiar state,behavior pattern and role orientation of teachers.Teachers are at the center of the whirlpool of reform and are the main implementers of education reform,and the change of teachers’ emotions will undoubtedly promote or hinder the implementation process of education reform.Therefore,it is necessary to conduct in-depth research on teachers’ emotions under the background of Double Reduction.Based on the theory of emotional labor and the theory of emotional geography,combined with Grandey’s emotional regulation model and Yin Hongbiao’s classification of emotional labor strategies,this study formulated the analysis framework of this paper.Nine primary and secondary school teachers were taken as the research objects,and a semi-structured interview was conducted on them.The qualitative data analysis method of analytical coding was used to encode and sort out the interview text.This paper tries to find out what kind of emotional response teachers have and what kind of emotional labor strategies they adopt under the background of Double Reduction education reform,as well as the factors affecting the adoption of emotional labor strategies by primary and secondary school teachers.It is found that teachers’ emotions under the Double Reduction education reform can be divided into positive emotions and negative emotions.In general,negative emotions are more than positive emotions.The positive emotions mainly include expectation and optimism,because the teachers’ educational goals are consistent with the Double Reduction reform goals issued by the educational administrative departments,and the teachers’ subjective goals of selfgrowth are consistent with the quality and efficiency improvement goals required by the educational administrative departments.Negative emotions mainly include exhaustion,dissatisfaction,questioning,worry and grievance.The main reason is that in the process of communication between teachers and various parties,the roles and responsibilities of teachers are not consistent,and the views on Double Reduction education reform are different.Under the Double Reduction education reform,the strategies of teachers’ emotional labor are mainly divided into surface acting,deep acting and genuine experience and expression of expected emotion.Surface acting can be subdivided into pretending and restraining.Deep acting can be subdivided into three strategies: refocusing,reframing and separating.Natural behavior can be subdivided into two strategies: releasing and outpouring.Under the Double-Reduction education reform,the influencing factors of teachers’ emotional labor strategy mainly include individual and organizational levels.The factors at the individual level are mainly reflected in personality traits and teaching years,while the factors at the organizational level are mainly reflected in the nature of education reform and the support of managers. |
