Zhang Yaqian, Wang Yujiao, Wang Chonggao, Zhao Zhibin
Faculty of Education, Beijing Normal University, Beijing, China.
Faculty of Education, Northeast Normal University, Changchun, China.
Work. 2025 Jan;80(1):61-74. doi: 10.3233/WOR-230741. Epub 2025 Mar 18.
Teaching will bring work stress and affect emotions, as well as require a high level of professional identity. However, few have examined trilateral relationships between work stress (in terms of challenge-hindrance stress), professional identity, and emotional labor among Chinese preschool teachers during COVID-19.
Based on the conservation of resource theory, this study aimed to examine the relationship between challenge-hindrance stress, emotional labor, and professional identity, as well as explore the mediating effects of professional identity between job stress and emotional labor among Chinese preschool teachers.
A cross-sectional study was conducted, with 753 preschool teachers completing a self-report questionnaire. Statistical analyses were conducted using SPSS 26.0 and included descriptive statistics, Pearson correlation analysis, regression analysis, and mediation effect testing.
Research indicated that 1) challenge-hindrance stress was positively correlated with surface acting ( = 0.21, < 0.01, and = 0.28, < 0.01) but negatively correlated with the expression of naturally felt emotions ( = -0.08, < 0.05, and = -0.12, < 0.01); 2) Challenge-hindrance stress was negatively correlated with professional identity ( = -0.08, < 0.05, and = -0.20, < 0.01); 3) Professional identity exhibited positive correlations with the three dimensions of emotional labor ( = 0.12, < 0.01; = 0.64, < 0.01; and = 0.56, < 0.01) and partially mediated the relationship between challenge-hindrance stress and emotional labor.
The study underscored that challenge-hindrance stress affected emotional labor directly and indirectly through the mediating role of professional identity. Interventions focusing on alleviating work stress and promoting professional identity through comprehensive training could effectively mitigate emotional labor among preschool teachers.
教学会带来工作压力并影响情绪，同时需要高度的职业认同感。然而，很少有人研究新冠疫情期间中国幼儿教师的工作压力（从挑战性 - 阻碍性压力角度）、职业认同感和情绪劳动之间的三边关系。
基于资源保存理论，本研究旨在考察挑战性 - 阻碍性压力、情绪劳动和职业认同感之间的关系，并探讨职业认同感在中国幼儿教师工作压力与情绪劳动之间的中介作用。
进行了一项横断面研究，753名幼儿教师完成了一份自填式问卷。使用SPSS 26.0进行统计分析，包括描述性统计、Pearson相关分析、回归分析和中介效应检验。
研究表明，1）挑战性 - 阻碍性压力与表层 acting（相关系数 = 0.21，p < 0.01，以及相关系数 = 0.28，p < 0.01）呈正相关，但与自然感受到的情绪表达呈负相关（相关系数 = -0.08，p < 0.05，以及相关系数 = -0.12，p < 0.01）；2）挑战性 - 阻碍性压力与职业认同感呈负相关（相关系数 = -0.08，p < 0.05，以及相关系数 = -0.20，p < 0.01）；3）职业认同感与情绪劳动的三个维度呈正相关（相关系数 = 0.12，p < 0.01；相关系数 = 0.64，p < 0.01；以及相关系数 = 0.56，p < 0.01），并部分中介了挑战性 - 阻碍性压力与情绪劳动之间的关系。
该研究强调，挑战性 - 阻碍性压力通过职业认同感的中介作用直接和间接地影响情绪劳动。通过综合培训减轻工作压力并促进职业认同感的干预措施可以有效减轻幼儿教师的情绪劳动。
