A Study On The Current Status And Influencing Factors Of Emotional Labor Of Preschool Teachers In Coping With Conflicts Between Home And Schoo

A good relationship between early childhood teachers and parents helps to unify their educational philosophies and complete the process of joint and harmonious participation,which is conducive to the healthy and fulfilling development of young children.However,as society’s emphasis on preschool education gradually deepens,highlighted home conflicts need to be enhanced to prevent and resolve,and if these conflicts are not resolved constructively,they can seriously complicate the education of young children and harm their future healthy development.Because of the emotionally charged nature of the early childhood teaching profession,early childhood teachers must teach physically,mentally,and emotionally.This study was conducted to investigate the current situation and influencing factors of early childhood teachers’ emotional work in coping with home conflicts through a self-administered "Early childhood teachers’ emotional work in coping with home conflicts" questionnaire to investigate the current situation of early childhood teachers’ emotional work in coping with home conflicts and the influencing factors of early childhood teachers’ emotional work in coping with home conflicts.A total of 800 questionnaires distributed in the survey,764 valid questionnaires returned,and the return rate was 95.5%.The in-depth survey was conducted using the interview method.The results of the survey are as follows:1.the overall situation of early childhood teachers’ emotional labor in response to home conflict is currently at a moderate to high level,but the dimensions are uneven.Teachers’ emotional labor deep behaviors scored the highest,teachers’ emotional labor surface behaviors scored the second highest,and teachers’ emotional labor natural behaviors scored the lowest.2.There were significant differences in the emotional labor of early childhood teachers in coping with home conflicts in terms of marital status,kindergarten nature,and kindergarten level:(1)Married early childhood teachers had better emotional labor than unmarried early childhood teachers.(2)The emotional work of kindergarten teachers in public kindergartens was significantly better than that of teachers in private kindergartens.(3)Emotional work of kindergarten teachers in provincial model kindergartens was significantly higher than that of kindergarten teachers in other kindergartens.3.The influence of different influencing factors on teachers’ emotional work in dealing with conflicts at home was as follows:(1)For teachers’ emotional work surface behavior,personal factors had the greatest influence,followed by social factors,and finally by school factors.(2)For teachers’ deep emotional labor behaviors,personal factors were the most influential,followed by school factors,and finally social factors.(3)For the natural behavior of teachers’ emotional labor,personal factors were the most influential,followed by social factors,and lastly,the influence of school factors.Based on these findings,this study proposes recommendations at the teacher level,the kindergarten level,and the social level.At the level of early childhood teachers: to be aware of emotions at the right time to promote co-parenting at home;to regulate emotions in time to alleviate conflicts at home;to confront self-emotions and deal with possible conflicts.Kindergarten level: focus on teachers’ training on work at home to enhance emotional labor;establish organizational support in the school to broaden humanistic care channels;improve conflict management plans to meet teachers’ emotional needs.Social level: improve the professional understanding of families and relieve emotional stress in a timely manner;close communication in the face of parents to establish two-way emotional support;create a positive public opinion atmosphere to enhance the emotional value of teachers.