目的:探索教师正念水平、心盛水平与教师情绪工作策略的关系。方法:运用问卷调查法和SPSS软件统计实证分析方法。对广东省内不同教学阶段的231名教师的情绪工作策略、正念水平、情绪智力和心盛水平等的数据进行分析。结果:(1) 不同任教...目的:探索教师正念水平、心盛水平与教师情绪工作策略的关系。方法:运用问卷调查法和SPSS软件统计实证分析方法。对广东省内不同教学阶段的231名教师的情绪工作策略、正念水平、情绪智力和心盛水平等的数据进行分析。结果:(1) 不同任教阶段,中小学、高中与职业教育教师的主动深层行为得分均高于中间值水平,而高校教师的主动深层行为得分较低(AD中小学 = 3.71 ± 0.61,AD高中及职业教育 = 3.28 ± 0.52,AD高校 = 2.89 ± 0.49)。(2) 教师的情绪工作策略存在人口学特征差异,任教阶段、职称、教龄对于教师情绪工作策略的选择具有重要作用。(3) 主动深度行为、被动深度行为与表层行为三者相关互相显著。情绪智力与心盛水平、情绪工作与正念教学相关显著;教师正念水平正向预测主动深度行为和心盛水平。结论:(1) 教师正念水平正向预测主动深度行为,影响情绪工作策略的选择。(2) 教师正念水平能正向预测心盛水平,心盛水平可能通过教师正念水平间接影响教师情绪工作的选择。(3) 情绪智力正向预测教师正念水平与心盛水平。(4) 任教阶段教师的情绪工作策略都以主动深度行为与被动深度行为为主,但高校教师对主动深度行为策略的选择较少。Purpose: Exploring the relationship between mindfulness, flourishing and teacher’s emotional labour strategy. Method: This study adopted questionnaire survey to collect the data of emotional labor strategies, mindfulness and flourishing of teachers in Guangdong Province, and analyzed it by SPSS. Result: (1) At all teaching stages, the scores of deep acting for elementary, middle school, high school, and vocational education teachers were all above the median level. However, the scores for college teachers were lower (AD elementory and middle school = 3.71 ± 0.61, AD junior and vocational education = 3.28 ± 0.52, AD college school = 2.89 ± 0.49). (2) There were significant population characteristics differences in teachers’ emotional work strategies. The choice of emotional work strategies for teachers is significantly influenced by teaching stage, title, and teaching experience. (3) There are significant correlations among proactive deep acting, genuine acting and surface acting. Emotional intelligence is significantly correlated with flourishing, emotional work, and mindfulness in teaching. Mindfulness in teaching positively predicts deep acting and flourishing. Conclusion: (1) Teacher’s mindfulness positively predicted deep acting. Mindfulness affects the choice of emotional labour strategy. (2) Teacher’s mindfulness positively predicted flourishing. And flourishing may indirectly affect the choice of emotional labour strategy through teacher’s mindfulness. (3) Emotional intelligence positively predicted teacher’s mindfulness and flourishing. (4) Teacher’s choice of emotional work strategy is mainly deep acting and genuine acting;but teachers in college and university lessly select deep acting.展开更多
文摘目的:探索教师正念水平、心盛水平与教师情绪工作策略的关系。方法:运用问卷调查法和SPSS软件统计实证分析方法。对广东省内不同教学阶段的231名教师的情绪工作策略、正念水平、情绪智力和心盛水平等的数据进行分析。结果:(1) 不同任教阶段,中小学、高中与职业教育教师的主动深层行为得分均高于中间值水平,而高校教师的主动深层行为得分较低(AD中小学 = 3.71 ± 0.61,AD高中及职业教育 = 3.28 ± 0.52,AD高校 = 2.89 ± 0.49)。(2) 教师的情绪工作策略存在人口学特征差异,任教阶段、职称、教龄对于教师情绪工作策略的选择具有重要作用。(3) 主动深度行为、被动深度行为与表层行为三者相关互相显著。情绪智力与心盛水平、情绪工作与正念教学相关显著;教师正念水平正向预测主动深度行为和心盛水平。结论:(1) 教师正念水平正向预测主动深度行为,影响情绪工作策略的选择。(2) 教师正念水平能正向预测心盛水平,心盛水平可能通过教师正念水平间接影响教师情绪工作的选择。(3) 情绪智力正向预测教师正念水平与心盛水平。(4) 任教阶段教师的情绪工作策略都以主动深度行为与被动深度行为为主,但高校教师对主动深度行为策略的选择较少。Purpose: Exploring the relationship between mindfulness, flourishing and teacher’s emotional labour strategy. Method: This study adopted questionnaire survey to collect the data of emotional labor strategies, mindfulness and flourishing of teachers in Guangdong Province, and analyzed it by SPSS. Result: (1) At all teaching stages, the scores of deep acting for elementary, middle school, high school, and vocational education teachers were all above the median level. However, the scores for college teachers were lower (AD elementory and middle school = 3.71 ± 0.61, AD junior and vocational education = 3.28 ± 0.52, AD college school = 2.89 ± 0.49). (2) There were significant population characteristics differences in teachers’ emotional work strategies. The choice of emotional work strategies for teachers is significantly influenced by teaching stage, title, and teaching experience. (3) There are significant correlations among proactive deep acting, genuine acting and surface acting. Emotional intelligence is significantly correlated with flourishing, emotional work, and mindfulness in teaching. Mindfulness in teaching positively predicts deep acting and flourishing. Conclusion: (1) Teacher’s mindfulness positively predicted deep acting. Mindfulness affects the choice of emotional labour strategy. (2) Teacher’s mindfulness positively predicted flourishing. And flourishing may indirectly affect the choice of emotional labour strategy through teacher’s mindfulness. (3) Emotional intelligence positively predicted teacher’s mindfulness and flourishing. (4) Teacher’s choice of emotional work strategy is mainly deep acting and genuine acting;but teachers in college and university lessly select deep acting.
