Lai Lihua, Shi Wenjiang, Xie Yi, Zhao Jin
School of Education, Guangzhou University, Guangzhou, China.
Shenzhen Polytechnic University, Shenzhen, China.
Front Psychol. 2024 Jul 26;15:1392965. doi: 10.3389/fpsyg.2024.1392965. eCollection 2024.
The teaching profession plays an important role in shaping individuals' lives, with teachers performing complex emotional labour. The management of emotions is an integral part of teachers' professional work, and it is essential to clarify their emotional experiences and the generating of their emotions within a specific cultural context.
Based on a phenomenological approach and the use of anecdotal texts, this study examined six common emotional states among teachers, including happiness, guilt, worry, fear, annoyance, and anger, along with the emotional experiences of two specialised categories of teachers, class supervisors, and pre-service teachers. The factors influencing teachers' emotions and their generative mechanisms were analysed.
This investigation found that key influences on teachers' emotions stem from factors within the teachers' themselves, the contextual nature of their work, and sociocultural dynamics. Drawing on the analytical frameworks of emotional geography theory, ecological theory of human development, and the ecosystem model of teachers' emotional interactions, the study constructs a model highlighting the generative mechanisms of teachers' emotions, and in which three systems are reflected.
Teachers' personal attributes are in the direct area of the model and directly govern the formation of their emotions, while their work context consists of a transitional area in emotion formation and the sociocultural system acts as the latent band influencing emotion development. The mechanism model helps us to understand and recognise teachers' emotions and to explore their pedagogical implications.
教师职业在塑造个人生活方面发挥着重要作用，教师从事着复杂的情感劳动。情绪管理是教师职业工作的一个组成部分，在特定文化背景下阐明他们的情感体验及其情绪产生至关重要。
基于现象学方法并运用轶事文本，本研究考察了教师中六种常见的情绪状态，包括快乐、内疚、担忧、恐惧、烦恼和愤怒，以及两类特殊教师群体（班主任和职前教师）的情感体验。分析了影响教师情绪的因素及其产生机制。
本调查发现，对教师情绪的关键影响源于教师自身因素、工作的情境性质以及社会文化动态。借鉴情感地理学理论、人类发展生态理论和教师情感互动生态系统模型的分析框架，该研究构建了一个突出教师情绪产生机制的模型，其中反映了三个系统。
教师的个人特质处于模型的直接区域，直接支配其情绪的形成，而他们的工作情境构成情绪形成的过渡区域，社会文化系统则作为影响情绪发展的潜在地带。该机制模型有助于我们理解和认识教师的情绪，并探索其教学意义。
