中学外语教师个体人际情感紧张的体验及调节策略研究

A Study of Interpersonal Emotional Tension and Regulation Strategies among Secondary School Foreign Language Teachers

摘要: 外语教学不仅涉及语言知识的传授，也包含大量情感互动。教师在教学过程中常常需要面对来自自身、学生、同事、家长和学校管理等多方面的压力，由此产生不同形式的情感紧张。已有研究多关注教师情绪、职业倦怠、情绪劳动和自我效能感等问题，但对中学外语教师个体内情感紧张与人际情感紧张的具体表现及其调节方式关注仍然不足。本文采用先验现象学研究方法，以中学外语教师为研究对象，通过半结构化访谈和自传体叙事收集资料，分析其在教学实践中经历的情感紧张及应对策略。研究发现，中学外语教师的个体内情感紧张主要表现为职业倦怠、教学焦虑、自我怀疑、职业压力和教学挫败感；人际情感紧张主要来自同事合作、学生与家长期望、学校管理制度、师生沟通以及管理层干预等方面。面对这些紧张，教师主要采用注意力转移、情境选择、情境调整、认知重评、情绪压抑以及行为调节等策略。研究表明，中学外语教师的情感紧张并非单纯的个人心理问题，而是与教学任务、制度环境和人际关系密切相关。学校和教师教育机构应重视教师情感支持体系建设，帮助教师提升情绪调节能力和职业韧性。

Abstract: Foreign language teaching is a professional practice that involves not only the transmission of linguistic knowledge but also classroom interaction and emotional engagement. In their daily work, teachers are expected to fulfill instructional goals while responding to demands from students, parents, colleagues, and school administration. These multiple expectations may give rise to various forms of emotional tension. Previous studies have examined teacher emotions, burnout, emotional labor, and self-efficacy, yet insufficient attention has been paid to the specific manifestations of intrapersonal and interpersonal emotional tension among foreign language teachers and the strategies they use to regulate such tension. This study adopts a transcendental phenomenological research approach, focusing on secondary school foreign language teachers as the research subjects. Data were collected through semi-structured interviews and autobiographical narratives, analyzing the emotional tensions they experience in teaching practices and the strategies they employ to cope with them. The findings show that teachers’ intrapersonal emotional tension mainly includes occupational burnout, teaching anxiety, self-doubt, professional pressure, and frustration. Their interpersonal emotional tension is mainly associated with collegial collaboration, expectations from students and parents, institutional requirements, difficulties in teacher-student communication, and administrative intervention. To cope with these tensions, teachers tend to adopt such strategies as attention diversion, situation selection, situation modification, cognitive reappraisal, emotional suppression, and behavioral regulation. The study suggests that emotional tension among foreign language teachers should not be understood simply as an individual psychological issue; rather, it is shaped by teaching tasks, evaluation systems, organizational environments, and interpersonal relationships. Schools and teacher education institutions should therefore develop more supportive mechanisms to enhance teachers’ emotion regulation competence and professional resilience.