Effects Of Teacher’s Emotional Labor,Perceived Teacher’s Emotional Support On Junior School Freshmen’ School Adjustment:a Hierarchical And Longitudinal Study

Promoting school adjustment in freshmen is the goal of mental health education in junior high school,and has received extensive attention from educators and students’ parents.Therefore,it has important theoretical significance and far-reaching practical significance to explore the effect factors of school adjustment in junior school freshmen.The teaching process is emotional and requires teachers to pay a lot of emotional labor.Emotional labor refers to the efforts of educators to regulate their emotional expression according to organizational requirements and professional needs.From the perspective of emotional transmission,teachers use emotional labor to show positive emotions,and students perceive teachers’ emotional support,may increase the positive emotional experience of students,which brings about a series of positive effects,such as a higher level of school adjustment.This study intends to deeply explore the relationship of teacher’s emotional labor,perceived teacher’s emotional support and junior school freshmen’ school adjustment,mainly including 2 studies.Study 1 used the Teacher Emotional Labor Scale,the Perceived Teacher Emotional Support Scale and the Junior High School Student’ School Adjustment Scale to conduct a questionnaire survey on 54 class teachers and 2,557 junior school freshmen students,and use the hierarchical linear model to explore the relationship between teachers’ emotional labor,perceived teacher’s emotional support and school adjustment from a cross-sectional direction.Study 2 used the same scale as study 1 to collect teachers’ emotional labor data of 36 class teachers,and conducted three questionnaire surveys on the perceived teacher’s emotional support and school adjustment of 984 junior school freshmen.Using the hierarchical linear development model and latent growth model to explore the relationship between teachers’ emotional labor,perceived teacher’s emotional support and school adjustment from a longitudinal direction.The results of study 1 found that:(1)There were significant differences in the gender and native place of school adjustment among junior school freshmen,and there was no significant difference between left-behind children or not;(2)Teachers’ emotional labor directly and positively affects students’ school adjustment;(3)Perceived teacher emotional support played a cross-layer mediation role between teachers’ emotional labor and students’ school adjustment.The results of study 2 found that:(1)The school adjustment of junior school freshmen showed a linear growth trend.The higher the initial level,the slower the subsequent growth rate.At the same time,there were significant individual differences in the initial level of school adjustment,but there was no significant individual difference in the development speed;(2)Teachers’ emotional labor has a significant positive effect on the initial level of students’ school adjustment,but has no significant effect on the development speed of school adjustment;(3)The initial level of perceived teacher emotional support had a significant positive predictive effect on the initial level of school adjustment,while the initial level and development speed of perceived teacher emotional support had no significant predictive effect on the development speed of school adjustment.To sum up,the results of both the cross-sectional and longitudinal studies have shown that teachers’ emotional labor and perceived teacher’s emotional support are important protective factors for school adjustment in junior school freshmen,and play an active role in the process of promoting the junior school freshmen’ school adjustment.