【摘要】： 情緒工作概念的提出與服務(wù)型經(jīng)濟社會的興起有關(guān),它是在人際情境中,工作者為完成組織交給的工作任務(wù),對自己的情緒進行必要的心理調(diào)節(jié)加工,以表達出組織需要的特定情緒的過程。教師也是大量情緒工作者,在教育教學(xué)的師生互動情境中,教師為完成學(xué)校交給的教育教學(xué)任務(wù),需要對自己的情緒進行必要的心理調(diào)節(jié)加工,以表達出適合教育教學(xué)活動的情緒。 情緒工作會帶給勞動者正反兩方面的結(jié)果,正面結(jié)果有助于組織目標的實現(xiàn),有助于改善工作中的人際關(guān)系;若長期不能有效的管理自己的情緒,這時情緒工作就會影響個體的身心健康。在工作中,應(yīng)盡量避免影響情緒工作的不利因素,發(fā)揮其積極影響。 本研究以中小學(xué)教師為被試,運用問卷調(diào)查法,采用中小學(xué)教師情緒工作問卷、移情問卷、工作投入問卷和中小學(xué)教師職業(yè)枯竭量表等研究工具,初步探討了中小學(xué)教師情緒工作的特點、影響因素及其與中小學(xué)教師中普遍出現(xiàn)的工作倦怠間的關(guān)系。結(jié)果如下: (1)我國中小學(xué)教師在學(xué)校的教育教學(xué)活動中經(jīng)常采用被動深度行為和主動深度行為,較少有教師采用表面行為,女教師較男教師更傾向于采用主動深度行為,農(nóng)村教師比城市教師更容易采用主動深度行為;不同性別的中小學(xué)教師在移情能力上不存在顯著性差異,但農(nóng)村教師的移情水平顯著高于城市,小學(xué)教師的移情水平顯著高于中學(xué)教師;我國中小學(xué)教師的工作投入較高,且工作投入程度不受性別、教齡、學(xué)校屬性等的影響;中小學(xué)教師的工作倦怠程度處于中等水平,在工作倦怠各維度中,情緒衰竭、去人性化和心智枯竭較低,而個人成就感較高。 (2)移情對深度行為(主動深度行為和被動深度行為)具有顯著正向預(yù)測作用,移情水平越高的個體越傾向于采用深度行為。 (3)情緒工作與工作倦怠存在顯著關(guān)聯(lián),其中表面行為對工作倦怠具有正向預(yù)測作用;此外,工作倦怠越嚴重的教師,越采用表面行為,而高、低工作倦怠組在主動深度行為和被動深度行為方面無顯著性差異。 (4)工作投入對工作倦怠及其情緒衰竭和心智枯竭維度都具有負向預(yù)測作用,對個人成就感具有顯著正向預(yù)測作用,對去人性化無顯著預(yù)測作用。工作投入充當了表面行為與工作倦怠間的中介變量,還分別充當了表面行為與情緒衰竭、心智枯竭間的中介變量。 (5)工作投入與表面行為的交互作用可以顯著地預(yù)測心智枯竭。當教師工作投入高時,表面行為對心智枯竭沒有預(yù)測力,當工作投入度低時,表面行為能顯著預(yù)測心智枯竭。工作投入與表面行為的交互作用效果明顯大于與深度行為的交互作用效果。
[Abstract]:The concept of emotional work is related to the rise of service-oriented economy and society. it is a process in which workers carry out necessary psychological adjustment and processing of their emotions in order to express the specific emotions needed by the organization in order to complete the tasks assigned by the organization. Teachers are also a large number of emotional workers. In the context of teacher-student interaction in education and teaching, in order to complete the educational and teaching tasks given by the school, teachers need to carry out the necessary psychological adjustment and processing of their emotions in order to express the emotions suitable for educational and teaching activities. Emotional work will bring positive and negative results to workers, positive results will help to achieve organizational goals, help to improve interpersonal relationships at work; if you can not effectively manage your own emotions for a long time, emotional work will affect the physical and mental health of individuals. In the work, we should try our best to avoid the unfavorable factors that affect the emotional work and give full play to its positive influence. Taking primary and secondary school teachers as subjects, using questionnaire survey method, using primary and secondary school teachers' emotional work questionnaire, empathy questionnaire, work input questionnaire and primary and secondary school teachers' occupational exhaustion scale, this study preliminarily discusses the characteristics of primary and secondary school teachers' emotional work, influencing factors and the relationship between emotional work and job burnout in primary and secondary school teachers. The results are as follows: (1) Primary and secondary school teachers in China often adopt passive depth behavior and active depth behavior in school education and teaching activities, few teachers adopt superficial behavior, female teachers are more inclined to adopt active depth behavior than male teachers, and rural teachers are more likely to adopt active depth behavior than urban teachers; There is no significant difference in empathy ability between primary and secondary school teachers of different genders, but the empathy level of rural teachers is significantly higher than that of urban teachers, and the empathy level of primary and secondary school teachers is significantly higher than that of middle school teachers. The work investment of primary and secondary school teachers in our country is higher, and the degree of work investment is not affected by gender, teaching age, school attributes and so on. The degree of job burnout of primary and secondary school teachers is at the middle level. In the dimensions of job burnout, emotional exhaustion, dehumanization and mental exhaustion are low, while personal achievement is higher. (2) empathy has a significant positive predictive effect on depth behavior (active depth behavior and passive depth behavior). The higher the level of empathy, the more likely the individuals tend to adopt depth behavior. (3) there was a significant correlation between emotional job burnout and job burnout, in which superficial behavior had a positive predictive effect on job burnout, in addition, the more serious the job burnout, the more superficial behavior, but there was no significant difference in active and passive depth behavior between high and low job burnout groups. (4) Job input has a negative predictive effect on job burnout, emotional exhaustion and mental exhaustion, a significant positive predictive effect on personal achievement, and no significant predictive effect on dehumanization. Job engagement acts as an intermediary between superficial behavior and job burnout, as well as between superficial behavior and emotional exhaustion and mental exhaustion, respectively. (5) the interaction between work input and superficial behavior can significantly predict mental exhaustion. When the teacher's work input is high, the superficial behavior has no predictive power to mental exhaustion, and when the work input is low, the superficial behavior can significantly predict mental exhaustion. The interaction effect between work input and surface behavior is obviously greater than that with depth behavior.
【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2008
【分類號】：G443

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本文編號：2507943