Implications of Emotional Labour for Kindergarten Teaching: A Quantitative Study
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摘要: 情绪劳动是一把"双刃剑"。在早期的研究中，学者们大多关注的是情绪劳动的负面影响，如由情绪劳动带来的工作压力、工作倦怠以及对身心健康的影响等。但在随后的研究中，情绪劳动的积极影响得到关注，如情绪劳动可提高员工的经济收入、自我成就感的实现等。本研究利用1040名各类幼儿园教师样本，探究幼儿园教师这一特殊职业群体的情绪劳动状况。研究结果表明：（1）幼儿教师"很少"进行表层表现，"有时"或"经常"进行深层表现，几乎"总是"呈现自然表现；（2）表层表现和教师的付出、教学经验和家庭对工作的干扰有正相关系；（3）深层表现对情绪耗竭和低成就感均有抑制作用，而自然表现则对低成就感和去个人化有抑制作用。本研究结果与传统研究结果并不一致，但与学前教育工作在情绪劳动的特殊性方面密切相关，契合国际上重建幼儿教育专业的概念运动。可见，拥有专业成就感与满足感是提高教师社会身份之关键，同时对完善我国幼儿园教师专业标准研制具有有益启示。Abstract: Emotional labor is a double-edged sword. In earlier studies, most researchers focus on the negative effects of emotional labor such as work-related stress, burnout and physical and mental health resulting from emotional labor. In more recent studies, researchers have taken notice of the positive effects of emotional labor such as increase in salary and actualization of self-achievement. Utilizing a sample of 1, 040 teachers from different types of kindergartens, this study explores emotional labor among kindergarten teachers. The results show:(a) kindergarten teachers "seldom" display surface acting, "sometimes" or "often" display deep acting, and almost "always" display natural acting; (b) surface acting is positively related to teachers' work effort, teaching experience, and family interference; (c) deep acting has a negative effect on emotional exhaustion and low accomplishment while natural acting has a negative effect on low accomplishment and depersonalization. While the results are somewhat inconsistent with those in traditional studies in the area, they well reflect the uniqueness of emotional labor in preschool education and resonate with the international movement of reconstruction of early childhood education. Since the sense of professional achievement and satisfaction is crucial to raising social status of kindergarten teachers, this study also has implications for the development of professional standards for kindergarten teachers.
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Key words:
- emotional labor /
- kindergarten teacher /
- professional standards
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表 1 参与者人口统计学信息及所在幼儿园有关情况
特征 类别 频率 百分比 性别 男 12 1.2% 女 1001 96.3% 未透露 27 2.6% 婚姻状况 已婚 678 65.2% 未婚 340 32.7% 未透露 22 2.1% 教龄 1年以内 93 8.9% 1-5年 411 39.5% 6-10年 229 22.1% 11-20年 146 14.0% 20年以上 161 15.5% 学历 中专(高中)及以下 217 20.9% 大专 414 39.8% 本科 362 34.8% 未透露 47 4.5% 月薪(元) 2000及以下 416 40.0% 2001-3000 342 32.9% 3001-4000 173 16.6% 4001-5000 64 6.2% 5001-6000 10 1.0% 6000及以上 13 1.3% 所在园性质 公办园 608 58.5% 民办园 94 9.0% 民办普惠园 139 13.4% 企事业单位办园 154 14.8% 其他 45 4.3% 所在园行政位置 村办园或办园点 30 2.9% 乡镇幼儿园 89 8.6% 县级或市级城市幼儿园 823 79.1% 未透露 98 9.4% 所在地 贵州 222 21.3% 湖北 97 9.3% 江苏 78 7.5% 安徽 434 41.7% 广东 187 18.0% 未透露 22 2.1% 
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表 2 量表各结构内部一致性Cronbach’s α信度系数
分量表/结构 项目数 Cronbach's α 项目间相关均值 情绪劳动 表层显示 5 0.80 - 深层显示 4 0.72 - 自然显示 2 0.88 - 付出 6 0.87 - 家庭干扰 6 0.90 - 教师职业倦怠 情绪耗竭 7 0.83 - 低成就感 5 0.76 - 去个人化 3 0.75 - 教师幸福感 精力 4 0.65 0.39 兴趣 2 0.56 0.39 控制 3 0.56 0.32
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表 3 情绪劳动与各变量之间的Pearson Product-Moment相关系数
表层表现 深层表现 自然表现 教龄 0.147** 0.101** 0.047 付出 0.275** 0.078* -0.066* 家庭干扰 0.213** -0.030 -0.182** 情绪耗竭 0.312** 0.002 -0.134** 低成就感 0.225** -0.226** -0.363** 去个人化 0.214** -0.037 -0.209** 精力 -0.221** 0.016 0.166** 兴趣 -0.104** 0.114** 0.120** 控制 -0.095** 0.089** 0.209** 注：*表示相关在0.05水平上显著；* *表示相关在0.01水平上显著。
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表 4 表层表现、深层表现和自然表现均分比较
均分 标准差 T值 自由度 均值差 双尾检验显著性 表层表现 1.47 0.86 0.00 1039 0.00 1.000 深层表现 2.60 0.70 51.97 1039 1.13 0.000 自然表现 3.32 0.73 146.20 1039 1.86 0.000
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表 5 模型拟合性指数及其可接受阈值
指数名称 本研究中指数值 可接受指数阈值 χ2/df 2.181 ＜3.00 (Kline, 2005) RMSEA 0.034 ＜0.07 (Steiger, 2007) CFI 0.951 > 0.95 (Schreiber et al., 2006) SRMR 0.038 ＜0.08 (Hu & Bentler, 1999) GFI 0.932 > 0.90 (Tarhini et al., 2014) AGFI 0.920 > 0.90 (Tarhini et al., 2014) NFI 0.913 > 0.90 (Tarhini et al., 2014) IFI 0.951 > 0.95 (Schreiber et al., 2006) PGFI 0.795 > 0.50 (Bentler & Bonett, 1980) PCFI 0.853 > 0.50 (Bentler & Bonett, 1980)
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表 6 最终结构方程模型的路径系数
路径 S.E. β γ p 付出→表层表现 0.033 0.269 *** 教龄→表现表现 0.019 0.110 0.001 家庭干扰→表层表现 0.057 0.084 0.025 表层表现→情绪耗竭 0.030 0.150 *** 深层表现→情绪耗竭 0.042 -0.072 0.013 深层表现→低成就感 0.080 -0.149 0.002 自然表现→低成就感 0.050 -0.240 *** 自然表现→去个人化 0.019 -0.122 *** 注：* * *表示p＜0.001。
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