桂西贫困地区中学女教师情绪劳动-工作家庭冲突的作用机制及IFW综合干预模式研究

Contributing to a rapidly expanding literature in the sociology of emotions, these accounts call attention to the ways that actors' capacities to reflect upon and manage their feelings have been incorporated into the job requirements of many work roles. But there are two issues required further elaboration. The first concerns the need for a more systematic understanding of the variability in requirement for emotion regulation across social role. In addition, by focusing explicitly on the workplace, studies of emotion labor remain uninformed by the growing recognition that organizational members typically manage multiple roles, seeking to balance the demands of work and home. Even though the emotion labor of family role have received some attention, variability in requirements for emotion labor both within families and between families and other institutions has not been investigated. And studies of work-family relations acknowledge multiple roles, these accounts overlook their emotional components. This study explores work-family relations from the perspective of the emotional regulation strategy performed by participants. We extend previous discussions of emotion labor by considering how work and family roles vary in different dimensions of emotional regulation strategy they require，paying particular attention to cultural orentaton, role salience, personality and life events in work-family conflict. We then explore the implications of work-family conflict in different dimensions of emotional regulation strategy. Based on the theoretical framework discussed above, a longitudinal randomized control trial of health intervention program, named Individual-Family-Organization (IFO) was developed to reduce the work-family conflict, mainly impacting on cognition, attitude and skills of emotional regulation strategy. The female middle school teachers, living in ethnic impoverished region of Southwest of Guangxi, were assigned randomly to intervention and control group. The intervention group received the IFO program. The pretest, posttest, follow-up (6mouths, 12mouths, 18mouths and 24 mouths respectively after intervention) were administered to evaluate the effectiveness, implement of this prevention program.

处于民族贫困地区的农村女性教师工作条件差，生存压力大，是社会的 "弱势群体"。关注贫困地区的教师发展应该立足于教师工作生活本身。 本项目以情绪劳动为切入点，纳入文化取向、角色价值观、角色承诺、个体特征、生活事件等前因变量，综合分析情绪劳动-工作家庭冲突的作用机制，分析情绪劳动的中介效应和调节效应。并探索情绪劳动对工作家庭冲突中介效应的调节变量。在此基础上建立"个人-家庭-组织"（Individual-Family-Organization，IFO）三级干预模式。以桂西地区中学女性教师为研究对象，通过访谈法、问卷调查等收集教师情绪劳动、工作-家庭冲突状况和个体、家庭、组织相关信息。采用随机抽样方法对教师实施IFO 综合干预，通过比较干预组和对照组以及干预组自身干预前后认知、技能、态度、情绪调节策略、工作家庭冲突等指标评价干预效果。研究结果将完善情绪劳动-工作家庭冲突作用机制及预防方法。

处于民族贫困地区的农村女性教师是社会的“弱势群体”。关注贫困地区的教师发展应该立足于教师工作生活本身。 本项目以情绪劳动为切入点，全面考虑中学女性教师工作家庭冲突影响因素的群体背景，从外在因素（社会环境因素）和内在因素（个体情绪气质特征）两个方面，深入探讨女性中学教师工作家庭冲突的发生机制。首先，我们将情感情绪综合气质量表（the Affective and Emotional Composite Temperament Scale，AFECTS）引入本项目。AFECTS是探索个体情感情绪综合气质的有效测量工具，成为临床和科研领域下气质研究的有效工具。修订后的AFECTS的信度和效度均可接受，适合我国中学教师情绪气质特征的综合评估；第二，以情绪劳动为切入点，纳入角色价值观、职业承诺、个体情绪气质特征等前因变量，通过相关分析、线性回归分析和分层回归分析，了解情绪劳动的中介效应和调节效应；第三，探索有效的干预模式，建立“个人-家庭-组织”（Individual-Family-Organization，IFO）三级干预模式，以情绪情感为重点，重点培养中学教师情绪情感调节技能、角色重建、冲突应对。干预措施显现一定效果。还需后期跟踪随访，强化干预效果。