职业倦怠与幼儿教师情绪管理能力的关系研究

Research on the Relationship between Occupational Burnout and the Emotional Management Ability of Preschool Teachers

摘要: 教师对工作的热情和保持稳定的情绪是实现当下学前教育高质量发展的关键。本研究以35名幼儿教师为研究对象，就职业倦怠和幼儿教师情绪管理能力的关系进行相关分析和回归分析。结果发现：(1) “情感衰竭、去人格化和低成就感”与幼儿教师情绪管理能力的五个维度之间存在不同程度的相关关系；(2) 回归分析结果发现，“情感衰竭”可以解释幼儿教师情绪管理能力19.5%的变异，“去人格化”可以解释幼儿教师情绪管理能力16.5%的变异。并在此基础上，提出“提高情绪识别能力、增强自我调控能力、强化正确归因”提高幼儿教师情绪管理能力，缓解职业倦怠，推动学前教育高质量发展。

Abstract: Teachers’ enthusiasm for work and maintaining a stable mood are the key to the high-quality development of preschool education. This study takes 35 preschool teachers as the research object to carry out relevant analysis and regression analysis on the relationship between occupational burnout and preschool teachers’ emotional management ability. The results found that: (1) there are different degrees of correlation between “emotional exhaustion, depersonalization and low sense of achievement” and the five dimensions of preschool teachers’ emotional management ability; (2) The regression analysis results found that “emotional exhaustion” can explain the 19.5% variation of preschool teachers’ emotional management ability, “depersonalization” can explain the 16.5% variation of preschool teachers’ emotional management ability. On this basis, it is proposed to “improve emotional recognition ability, enhance self-regulation ability, and strengthen correct attribution” to improve the emotional management ability of preschool teachers, alleviate occupational burnout, and promote the high-quality development of preschool education.