Xing Zhaopeng
The School of Economics, Xiamen University, Xiamen, China.
Front Psychol. 2022 Jun 9;13:916079. doi: 10.3389/fpsyg.2022.916079. eCollection 2022.
Teacher-related variables have been considered as determining factors in shaping educational system. Teacher professional identity is also very important construct that affect teachers' teaching practice Moreover, the positive and negative emotions are considered sporadically in Chinese English as a Foreign Language (EFL) educational contexts; however, and there is a paucity of research in investigating the relationship between work engagement as a positive emotion and teacher burnout as a negative workrelated factor. This review also tried to examine how teachers' professional identity is affected by teachers' positive and negative emotions in Chinese contexts. Earlier studies have verified that teacher burnout is significantly correlated with professional identity. The earlier investigations showed the mediating role of job resources, such as job satisfaction and obligation, in the correlation between teacher burnout and professional identity. Moreover, studies have shown a significant negative correlation between teacher burnout and work engagement. Some variables, including personal features, instructive environment, work difficulties, job capital, character strengths, self-efficacy, close relationship with school colleagues, and emotional intelligence, mediate the correlation between teacher burnout and work engagement. Finally, this review specified that teachers' professional identity is regarded as a critical variable in fostering work engagement. Emotional intelligence was also considered a mediating variable that affected the relationship between teacher professional identity and work engagement. Moreover, the study has pedagogical implications and suggestions for different teacher educators, administrators, and advisors. The ideas can improve their awareness of teacher burnout, professional identity, and work engagement in instructive contexts.
与教师相关的变量被视为塑造教育系统的决定性因素。教师职业认同也是影响教师教学实践的非常重要的概念。此外，在中国的英语作为外语（EFL）教育背景中，积极和消极情绪只是偶尔被考虑；然而，在调查作为积极情绪的工作投入与作为消极工作相关因素的教师倦怠之间的关系方面，研究却很匮乏。本综述还试图研究在中国背景下教师的职业认同是如何受到教师的积极和消极情绪影响的。早期研究已经证实教师倦怠与职业认同显著相关。早期调查显示了工作资源（如工作满意度和责任感）在教师倦怠与职业认同之间的相关性中所起的中介作用。此外，研究表明教师倦怠与工作投入之间存在显著的负相关。一些变量，包括个人特征、教学环境、工作困难、工作资本、性格优势、自我效能感、与学校同事的密切关系以及情商，在教师倦怠与工作投入之间的相关性中起中介作用。最后，本综述明确指出教师职业认同被视为促进工作投入的关键变量。情商也被认为是影响教师职业认同与工作投入之间关系的中介变量。此外，该研究对不同的教师教育者、管理人员和顾问具有教学启示和建议。这些观点可以提高他们在教学背景下对教师倦怠、职业认同和工作投入的认识。
