Do Chinese Teachers Perform Emotional Labor Equally? Multi-Group Comparisons Across Genders, Grade Levels and Regions
Do Chinese Teachers Perform Emotional Labor Equally? Multi-Group Comparisons Across Genders, Grade Levels and Regions
复制标题
DOI：
10.3389/fpsyg.2019.00190
复制
发表时间：
2019-02-07
影响因子：
3.8
通讯作者：
Han, Jiwei
中科院分区：
文献类型：
--
作者：
Huang, Shenghua;Yin, Hongbiao;Han, Jiwei
教学中的情感方面很重要，教师的情感劳动，或者说教师如何在学校管理情感，近年来越来越受到人们的关注。本研究采用多组结构方程模型，研究了教师情绪劳动策略与教学满意度的测量不变性及其之间的关系。参加者包括来自香港和内地的中小学教师。我们对男女教师、中小学教师、香港与内地教师进行了三组分组比较。多组不变性检验显示测量和结构模型没有显着的亚组差异。因此，不存在“种类”的差异。然而，不同性别、年级和地区的“程度”存在一些差异。表层/深层行为与教学满意度之间关系的这些差异可归因于某些认知因素和社会文化背景的可能影响。本研究的方法严谨，让我们更深入地了解教师的情感劳动及其与教学满意度的关系。
The emotional aspects of teaching are important and teachers' emotional labor, or, how teachers manage emotions at school, has been attracting more and more attention recently. Using multi-group structural equation modeling, this study investigated the measurement invariance of, and the relationships between, teachers' emotional labor strategies and teaching satisfaction. Participants included teachers from primary and secondary schools in Hong Kong and mainland China. Three sets of group comparisons have been made between female and male teachers, between primary and secondary school teachers, and between teachers in Hong Kong and mainland China. The multi-group invariance tests showed no significant subgroup differences in the measurement and structural models. Thus, there was no difference of 'kind.' However, some differences of 'degree' were observed across genders, grade levels and regions. These differences in the relationship between surface/deep acting and teaching satisfaction can be attributed to the possible influence of some cognitive factors and socio-cultural contexts. With due methodological rigor, the results of this study provide deeper understanding of teachers' emotional labor and its relationship with teaching satisfaction.