A Study On The Influence Of Primary School Teachers' Emotional Labor On Well-being - The Mediating Role Of School Organizational Climate And Job Burnout

Emotional labor is an important part of teachers' teaching work.The emotions of elementary school teachers in teaching must conform to the requirements of education laws,policies,and cultural traditions.If the emotion experienced by the teacher does not match the expected emotion in the educational sense,the teacher is required to make adjustments and show the expected emotion.This is the process of the teacher's emotional labor.As high-emotion workers,the emotional work of primary school teachers not only affects physical and mental health and work effectiveness,but also affects schools.Therefore,based on resource conservation theory,job demand-resource theory,and emergence theory,this research explores the impact of primary school teachers' emotional labor on teachers' personal burnout,well-being,and the school's organizational climate.At the same time,further explore the role of school organizational climate and job burnout between teachers' emotional labor and well-being.On the basis of the research conclusions,educational enlightenment and suggestions are put forward.Use questionnaire survey and interview methods to explore the relationship between primary school teachers' emotional labor,school organizational climate,job burnout,and happiness.The conclusions are as follows:First,the level of primary school teachers' emotional labor is moderately high,and they need to comply with education He has a clearer understanding of his feeling rules and expression rules,and he is more willing to choose natural behaviors and deep behaviors as strategies for emotional labor.The differences of emotional labor objects,the diversity of expressions and the contextuality of strategic choices are the concrete manifestations of teachers as high-emotion laborers in their work.Second,primary school teachers with different educational backgrounds and professional titles have significant differences in emotional labor,job burnout,and school organizational atmosphere.There are significant differences between secondary school,doctoral degree,and senior elementary school teachers in terms of emotional labor,job burnout,and school organizational climate from elementary school teachers with other academic qualifications and professional titles.Third,primary school teachers' emotional labor affects their personal physical and mental health and the school's organizational atmosphere.On the one hand,primary school teachers' emotional labor perception,natural behavior,and deep behavior are negatively correlated with job burnout,and positively correlated with happiness.The more frequently primary school teachers use surface behaviors,the more likely they are to produce job burnout and reduce happiness.On the other hand,the stronger the emotional labor perception of primary school teachers,the more they use deep-level behaviors,the easier it is to create a school atmosphere for teachers to communicate smoothly,have a strong sense of teaching innovation,have a high degree of participation in decision-making,and have a good teacher-student relationship.Fourth,the school organizational climate and job burnout play an intermediary role between the emotional labor and well-being of primary school teachers.School organizational climate and job burnout play part of the mediating role between primary school teachers' emotional labor and well-being.School organizational climate and job burnout play a chain-like intermediary role between primary school teachers' emotional labor and well-being.Combined with the above research results,suggestions are made to individual teachers and schools respectively.It is recommended that teachers personally continuously improve their understanding of emotional labor rules,strengthen their recognition of emotional labor rules,and gradually adjust and optimize the emotional labor structure in action and reflection;suggest that schools create a humanized and democratic school organization atmosphere and encourage teachers to participate in school rules The formulation and provision of targeted emotional management training.