| This study aims to help junior high school teachers complete emotional labor better and more efficiently,improve the education and teaching quality of junior high school teachers,and promote the development of junior high school teachers’ mental health as the starting point.Based on the theory of emotional labor,resource conservation theory,emotional event theory and two-factor theory,literature research method,questionnaire survey method and interview method are adopted.Based on the collection of relevant literature,collation and analysis,questionnaire survey and interview were conducted with junior high school teachers in T City of Shandong Province as an example to investigate and analyze the current situation of middle school teachers’ emotional labor and relevant resources.It is found that the intensity of emotional labor of junior high school teachers is at a relatively high level,and teachers have a deep perception of their own emotions.In the selection of emotional labor strategies,deep behavioral strategies are used most,while natural behavioral strategies are used least.In terms of emotional labor resources of junior high school teachers,the score of personal resources of teachers is the highest and the management situation is good,but there is a significant difference in the age and teaching age of teachers.The score of school resources is the lowest and the score of social resources is also relatively low.Further analysis shows that there are the following problems in the process of emotional labor and management of junior high school teachers: the intensity of emotional labor is too high,the use of natural behavior strategies is less;Teachers’ self-emotion regulation measures are insufficient and difficult;The school’s support for teachers’ emotional labor is insufficient;Insufficient social and environmental support.The reasons for the problem are further analyzed from the three levels of teachers,schools and society.At the level of teachers,novice teachers are inexperienced and some teachers lack of emotional intelligence.School level: the attention to teachers’ emotional labor is not enough,the arrangement of school work tasks is unreasonable,the particularity of junior high school students’ growth stage;Social level: the society has high requirements and expectations for teachers,and it is difficult to supervise social network public opinion.Finally,based on the analysis of current problems and causes,the following management strategies are proposed from the three levels of teachers,schools and society.At the level of teachers,the positive and effective transformation of novice teachers’ identity and efforts to improve their own emotional intelligence are proposed;School level: attach importance to teachers’ emotional labor and provide corresponding support and help,adjust the arrangement of work tasks,reduce the burden of teachers’ non-teaching work,attach importance to the construction of school spirit and culture,and build a good relationship between teachers and students;Social level: Optimize the educational environment,provide social support for teachers’ emotional labor,and effectively supervise social network public opinion. |
