“假装”情绪总是不好的吗？探讨教师情绪劳动、表达热情与教学质量的关系

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-04-29 DOI:10.1016/j.tate.2025.105042

H. Wang , I.Y. Wang , Y. Chen , I. Burić

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引用次数: 0

摘要

本研究以64名教师和他们的533名学生为样本，考察了教师自我报告的情绪劳动与学生报告的教学质量之间的关系，学生报告的教师热情是一个中介因素。多层次建模分析显示，在学生层面，更高的感知教师热情与更高的学生感知教学质量相关。在班级层面，教师的虚假情绪与较高的班级感知教师热情相关，而教师热情又与较高的班级感知教学质量相对应。我们的研究结果揭示了教师情绪劳动与教学质量之间的积极和间接联系，从而揭示了教师情绪劳动的复杂性。

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Is “faking” emotions always bad? Exploring the relationships between teachers' emotional labor, expressed enthusiasm, and teaching quality

With a sample of 64 teachers and their 533 students, this research examines how teachers' self-reported emotional labor relates to student-reported teaching quality, with student-reported teacher enthusiasm serving as a mediating factor. Multilevel modeling analysis reveals that, at the student level, higher perceived teacher enthusiasm is associated with greater student-perceived teaching quality. At the class level, teachers' faking emotions is associated with higher class-perceived teacher enthusiasm, which in turn, corresponds with higher class-perceived teaching quality. Our findings shed light on the intricate nature of teachers' emotional labor by uncovering a positive and indirect link between emotional labor and teaching quality.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.