摘要
幼儿教师与服务行业相关人员同属于高情绪劳动人群。为完成教学任务，幼儿教师不仅要展现或夸大特定情绪，而且也会减少或压抑某种情绪。在伪装情绪的过程中，幼儿教师会产生情绪耗竭。全面考察幼儿教师情绪劳动的发展变化有助于了解其情绪耗竭水平。本研究先修订了幼儿教师情绪劳动量表，随后分四个研究考察了幼儿教师情绪劳动的特点及与情绪耗竭的关系，研究一选取310名幼儿教师，考察了不同教学年限的幼儿教师在情绪劳动不同维度上的差异。研究二通过一年的追踪调查，考察了124名幼儿教师情绪劳动在不同维度上的发展变化。研究三通过结构方程模型，系统考察了幼儿教师情绪劳动与情绪耗竭的动态相互作用过程。研究四考察了幼儿教师情绪劳动与情绪耗竭之间的调节作用和中介作用。
本研究结果表明：
1.自然行为变化较为缓慢。教龄达11年的教师，其自然行为进入快速发展阶段；深层行为随着教龄增加而平稳增长。6~10年教龄组，深层行为达到最大值，随后有所下降；表层行为在教学头5年呈增长趋势，而后逐渐回落。除新入职的幼儿教师之外，其它三个教龄组教师的自然行为、深层行为和表层行为的发展水平不均衡。整体上，自然行为发展慢于深层行为和表层行为。
2.一年中，各教龄组教师自然行为未出现明显变化，发展趋于平稳。
3.一年中，教龄不满1年组和6~10年组的教师，深层行为先平稳发展，然后显著提升，而具有11年以上教龄的教师，其深层行为先平稳发展，随后显著下降。1~5年教龄组教师，其深层行为发展较为平稳，变化不明显。
4.一年中，教龄在5年以下的幼儿教师，其表层行为先平缓发展，随后显著提升；6~10年教龄组教师，其表层行为的发展趋于平稳；而具有11年以上教龄的教师，其表层行为先平稳发展，随后显著下降。
5.情绪劳动与情绪耗竭存在明显的双向作用关系。
6. T1深层行为能显著预测T2、T3情绪耗竭，T2深层行为能显著预测T3情绪耗竭。T1表层行为能显著预测T2情绪耗竭，T2表层行为能显著预测T3情绪耗竭。T2情绪耗竭能显著预测T3表层行为。
7.角色混淆、情绪耗竭与自然行为、深层行为、事务型心理资本和人际型心理资本呈显著负相关，与表层行为呈显著正相关。
8.高人际型心理资本组中，幼儿教师的深层行为能显著预测情绪耗竭。低人际型心理资本组中，幼儿教师的表层行为能显著预测情绪耗竭。
9.角色混淆在深层行为与情绪耗竭间、表层行为与情绪耗竭间起部分中介作用。
10.在表层行为与情绪耗竭关系中，角色混淆对人际型心理资本的调节作用具有中介作用。
As well as service professions, preschool teaching was a profession that requiredhigh strength of emotional labor. In order to perform these tasks adequately, teachershad to show or exaggerate some emotions, and minimize or suppress the expression ofother emotions. Preschool teachers considered the faking of emotions to be exhausted.An emotional labor perspective may be useful to understand the emotional exhaustionof preschool teacher. The research revised the questionnaire of the preschool teachers'emotional labor strategy. Specifically speaking, the present thesis consisting of fourstudies investigated the relationship between the emotional labor and emotional exhaustion ofpreschool teachers. Study Ⅰ. To test the difference of emotional labor between fourgroups of school age,310preschool teachers were investigated. Study Ⅱ. Based onone-year and three-wave longitudinal study on124preschool teachers, the presentresearch examined the development trend of emotional labor in different dimensions.Study Ⅲ. Structural equation modeling was applied to investigate the transactionalmodels of emotional labor and emotional exhaustion. Study Ⅳ. The goal to examinethe moderating and mediating roles of psychological capital between the emotionallabor and emotional exhaustion of preschool teachers.The results showed that:
1. On the whole, the expression of naturally felt emotions developed slowly. Thepreschool teachers were11year of school age, whose the expression of naturally feltemotions entered a rapid growth. With the increase of the school age, deep actinggrowed steadily. In the6~10year of school age group, deep acting reached amaximum value, subsequently declined. In the first5years of school age, surfaceacting showed a growth trend, and then began to fall. Except for less than1year ofschool age group, all the preschool teachers’ emotional labor weren’t balanceddevelopment. As a whole, the expression of naturally felt emotions developed moreslowly than deep acting and surface acting.
2. Over the period of one year, the expression of naturally felt emotions of all thepreschool teachers developed gently.
3. Over the period of one year, both less than1year of school age group and6~10year of school age group, surface acting developed first gently, and then entered arapid growth. While in more than11years of school age group, deep acting developedfirst stably, then decreased significantly. In less than5years of school age group, deep acting developed gently.
4. In less than5years of school age group, surface acting developed first gently,and then entered a rapid growth. Over the period of one year, in the6~10year ofschool age group, surface acting developed gently. While in more than11years ofschool age group, surface acting developed first stably, then decreased significantly.
5. It was the reciprocal relation between emotional labor and emotionalexhaustion.
6. T1deep acting was significant negatively correlated with T2、T3emotionalexhaustion，T2deep acting was significant negatively correlated with T3emotionalexhaustion. T1surface acting was significant positively correlated with T2emotionalexhaustion. T2surface acting was significant positively correlated with T3emotionalexhaustion. T2emotional exhaustion was significant positively correlated with T3surface acting.
7. Both emotional exhaustion and role ambiguity scores were significantnegatively correlated with expression of naturally emotion, deep acting, task-orientedpsychological capital(TOPC) and guanxi-oriented psychological capital(GOPC),while were significant positively correlated with surface acting.
8. Preschool teachers with low GOPC reported sharp decreases in emotionalexhaustion as deep acting increased, while high GOPC individuals reported slightlydecreased emotional exhaustion with increased deep acting. Preschool teachers withlow GOPC reported sharp increases in emotional exhaustion as surface actingincreased, while high GOPC individuals reported only slightly increased emotionalexhaustion with increased surface acting.
9. Role ambiguity partially mediated the association between deep acting(orsurface acting) and emotional exhaustion.
10. For the relationship between surface acting and emotional exhaustion, roleambiguity mediated the moderating effect caused GOPC.
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