School of Management, Harbin Institute of Technology (HIT), Harbin 150001, China.
International School of Business and Finance, Sun Yat-sen University, Zhuhai 519082, China.
Int J Environ Res Public Health. 2020 Sep 21;17(18):6884. doi: 10.3390/ijerph17186884.
Due to their high expectations, teachers often hide their real emotions and play a role that conforms to public expectations of educational work. Special education teachers face a group of students with physical and mental disabilities who have high heterogeneity and require individualized services every day. Using social support theory, this study discusses special education teachers' emotional labor and well-being. A total of 439 special education teachers in China participated in this study. We collected data at two different time-points and verified the research hypotheses with hierarchical regression and structural equation modeling analysis. The research findings show the mediating role of emotional labor in social support and well-being. It is, therefore, suggested that schools should pay more attention to special education teachers' mental health and provide them with regular guidance and support.
由于期望过高，教师往往隐藏自己的真实情绪，扮演符合公众对教育工作期望的角色。特殊教育教师每天面对一群身心残疾、高度异质化的学生，需要提供个性化服务。本研究运用社会支持理论探讨了特殊教育教师的情绪劳动与幸福感。在中国，共有 439 名特殊教育教师参与了这项研究。我们在两个不同的时间点收集了数据，并通过层次回归和结构方程模型分析验证了研究假设。研究结果表明，情绪劳动在社会支持和幸福感之间存在中介作用。因此，建议学校更加关注特殊教育教师的心理健康，为他们提供定期的指导和支持。
