The Impact Mechanism Of Emotional Labor On Job Satisfaction Among Special Education Teachers

With the publication of a series of policy texts of the Ministry of Education,the scope and influence of special education is further expanded,special education teachers as direct providers of special education services,place more important roles.To ensure the quality of special education,it is necessary to pay attention to the construction and management of special education teachers,improve the job satisfaction of special education teachers,and maintain the stability of special education teachers,so as to promote the development of special education in China.As the third form of service,emotional labor plays a more and more important role in public service.The emotional health of teachers directly affects the emotional development of their special students.Effective emotional labor can promote good interaction between teachers and students.It is conducive to the smooth development of teaching activities.However,the consumption of high load psychological and physiological resources brought by emotional labor will have a negative impact on the emotional health and satisfaction of special education teachers if they are not compensated with effective resources.At present,the detection rate of psychological problems of special education teachers in our country is much higher than that of ordinary primary and secondary school teachers.In addition,job satisfaction reduction is easy to lead to job turnover,job engagement reduction and other negative behaviors.Although there are many researches on job satisfaction,the research on special education teachers is less,especially the mechanism of emotional labor and job satisfaction and the boundary conditions in the mediating process in the background of China.It is necessary to clarify the characteristics of emotional labor of special education teachers and the mechanism of their influence on job satisfaction,so as to provide theoretical reference for organization management.Based on the theory of conservation of resources and the model of "Effort-recovery",and the "Stress-Strain-Outcome" model as the theoretical framework,the paper constructs the action path and research framework of emotional labor on job satisfaction of special education teachers,examines the mediating role of emotional exhaustion between the two variables,and explains the mechanism of emotional labor on job satisfaction of special education teachers.At the same time,it enriches the study of moderating variables,explores the moderating role of psychological detachment between emotional exhaustion and job satisfaction,and its contingent influence on the whole mediating function,and further clarifies the relationships of emotional labor,emotional exhaustion and job satisfaction.The mixed research method was used,that is,10 special education teachers were interviewed in depth,the hypotheses were preliminarily verified,and then the hypotheses were tested by questionnaires(235).The main conclusions:(1)the emotional labor and psychology detachment of special education teachers show significant differences in demographic variables;(2)emotional labor(emotional weakening and surface acting)of special education teachers negatively affects job satisfaction;(3)emotional exhaustion plays an mediating role between emotional labor and job satisfaction of special education teachers;(4)Psychological detachment moderates the relationship between emotional exhaustion and job satisfaction of special education teachers and indirectly moderates the relationship between emotional labor and job satisfaction.The theoretical value of this study is as follows:(1)in the light of the actual work of teachers in special education,the job-focused emotional labor and the employee-focused emotional labor are studied in this paper.(2)the mechanism of emotional labor on job satisfaction and its boundary conditions are revealed.(3)the empirical study of psychological detachment as a moderating variable is enriched.The main implications of this studyare as follows:(1)strengthening the management of emotional labor of special education teachers;(2)paying attention to the emotional health of special education teachers;(3)improving the psychological detachment of special education teachers.