Exploring Emotion in Teaching: Emotional Labor, Burnout, and Satisfaction in Chinese Higher Education
Exploring Emotion in Teaching: Emotional Labor, Burnout, and Satisfaction in Chinese Higher Education
复制标题
DOI：
10.1080/03634520701586310
复制
发表时间：
2008-01
影响因子：
2.3
通讯作者：
Qin Zhang;Weihong Zhu
中科院分区：
文献类型：
--
作者：
Qin Zhang;Weihong Zhu
本研究旨在考察我国高校辅导员的情绪劳动及其对教师职业倦怠和满意度的影响。研究发现：（a）在情绪劳动的三个维度中，中国高校教师从事深度表演的最多，从事表面表演的最少;（B）表面表演对教师职业倦怠和满意度有负面影响，而深度表演和真实性对教师职业倦怠和满意度有正面影响;（c）情绪劳动的三个维度对教师职业倦怠和满意度的预测力存在差异;情绪劳动量表和职业倦怠量表均符合中国样本的三因素模型。
The current study was designed to examine the emotional labor of Chinese college instructors and its effects on teacher burnout and satisfaction. Four major findings were drawn: (a) of the three dimensions of emotional labor, Chinese college instructors engaged in deep acting the most and surface acting the least; (b) surface acting had deleterious effects on teacher burnout and satisfaction, but deep acting and authenticity had positive effects; (c) the three dimensions of emotional labor differed in magnitude as predictors of teacher burnout and satisfaction; and (d) both the emotional labor scale and the burnout scale conformed to the three-factor model with a Chinese sample.