Li Xiaoying
School of Public Policy and Management, Guangxi University, Nanning, China.
Front Psychol. 2022 Jun 14;13:939617. doi: 10.3389/fpsyg.2022.939617. eCollection 2022.
Teaching has long been considered as one of the most challenging professions worldwide due to the involvement of numerous linguistic, socio-political, social, and psych-emotional factors. Because of these factors, english as a foreign language (EFL) teachers are psychologically, emotionally, and physically pressed in their job. These damaging pressures often result in negative academic outcomes for teachers, students, and educational systems. Despite dire consequences, few studies (if any) have examined the role of psycho-emotional factors in improving teaching performance and reducing negative emotions at the workplace. To fill this gap, this mini-review article aimed to present a theoretical analysis of three constructs of occupational adjustment, psychological hardiness, and burnout. In so doing, the definitions, conceptualizations, dimensions, and empirical studies related to each variable were presented. The study ends with the existing research gaps and offers some implications for EFL teachers and other stakeholders by increasing their knowledge of emotions in occupational environments and the consequences that such emotions can have for an organization.
长期以来，由于涉及众多语言、社会政治、社会以及心理情感因素，教学一直被视为全球最具挑战性的职业之一。由于这些因素，作为外语的英语（EFL）教师在工作中承受着心理、情感和身体上的压力。这些有害压力往往给教师、学生和教育系统带来负面的学术结果。尽管后果严重，但很少有研究（如果有的话）探讨心理情感因素在提高教学绩效和减少工作场所负面情绪方面的作用。为了填补这一空白，这篇小型综述文章旨在对职业适应、心理韧性和职业倦怠这三个构念进行理论分析。在此过程中，介绍了与每个变量相关的定义、概念化、维度和实证研究。该研究最后指出了现有的研究差距，并通过增加外语教师和其他利益相关者对职业环境中情绪的了解以及此类情绪对组织可能产生的后果，为他们提供了一些启示。
