The Relationship Between Mentor Teacher Support and Emotional Labor of Pre-service Preschool Education Teachers: The Mediating Role of Professional Identity

Xin Jin

doi:10.54097/qn5f5c92

Authors

Xin Jin

DOI:

https://doi.org/10.54097/qn5f5c92

Keywords:

Emotional Labor, Teacher Support, Professional Identity, Pre-Service Teachers, Preschool Education

Abstract

To explore the mediating role of professional identity between the mentor teacher support perceived by pre-service preschool education teachers and their emotional labor, this study took 452 pre-service preschool education teachers who had completed their internships as research subjects. Analysis of variance, regression analysis and mediating effect analysis were adopted to examine the relationships among the variables. The results showed that: mentor teacher support significantly predicted emotional labor (β=0.181, p<0.001) and professional identity (β=0.578, p<0.001); professional identity played a partial mediating role in the relationship between mentor teacher support and emotional labor (the mediating effect value was 0.083, accounting for 45.86% of the total effect).

Downloads

Download data is not yet available.

References

[1] Zhang X H, Lv Q Y, Zhao H Y, et al. The Impact of Educational Internship on the Professional Development of Pre-service Teachers: A Qualitative Study Based on Typical Cases[J]. Teacher Education Research, 2015(06):52-58.

[2] Hagenauer G, Raufelder D, Ivanova M, et al. The Quality of Social Relationships with Students, Mentor Teachers and Fellow Student Teachers and Their Role in the Development of Student Teachers' Emotions in the Practicum[J]. European Journal of Psychology of Education, 2024(05).

[3] Sun Y, Zhang X K. The Relationship Between Preschool Teachers' Emotional Labor Strategies and Emotional Exhaustion: The Moderating Role of Psychological Capital[J]. Chinese Journal of Clinical Psychology, 2013(02):256-259+262.

[4] Grandey A A. Emotion Regulation in the Workplace: A New Way to Conceptualize Emotional Labor[J]. Journal of Occupational Health Psychology, 2000,5(1):95-110.

[5] Jena-Crottet A. Early Childhood Teachers' Emotional Labour[J]. New Zealand International Research in Early Childhood Education, 2017,20(2):19-33.

[6] Diefendorff J M, Croyle M H, Gosserand R H. The Dimensionality and Antecedents of Emotional Labor Strategies[J]. Journal of Vocational Behavior, 2005,66(2):339-357.

[7] Sun Y, Wang Y, Zhang X K. The Relationship Between Preschool Teachers' Occupational Commitment and Emotional Exhaustion: The Mediating Role of Emotional Labor[J]. Studies of Psychology and Behavior, 2013(04):497-502.

[8] Wainwright E, Marandet E, Smith F, et al. The Microgeographies of Learning Bodies and Emotions in the Classroom-salon[J]. Emotion, Space and Society, 2010,3(2):80-89.

[9] Hosotani R, Imai-Matsumura K. Emotional Experience, Expression, and Regulation of High-quality Japanese Elementary School Teachers[J]. Teaching and Teacher Education, 2011,27 (6): 1039-1048.

[10] Stark K, Bettini E. Teachers' Perceptions of Emotional Display Rules in Schools: A Systematic Review[J]. Teaching and Teacher Education, 2021,104:103388.

[11] Li Y R, Bao X H, Xue H. The Relationship Between Teacher Support and Achievement Goals of Secondary Vocational School Students: A Moderated Mediation Model[J]. Educational Academic Monthly, 2023(12):83-90.

[12] Zheng X, Luo Y, Tang J X. Kindergarten Teachers' Emotional Labor and Occupational Well-Being: How Do Different Interpersonal Relationships Matter?[J]. Early Education and Development, 2024(06).

[13] Lv L J, Yan H D. An Investigation on the Growth Characteristics of Student Teachers and an Analysis of the Relevant Concepts[J]. Research in Educational Development, 2012(Z2):57-61.

[14] Bach A, Hagenauer G. Joy, Anger, and Anxiety During the Teaching Practicum: How Are These Emotions Related to Dimensions of Pre-service Teachers' Self-Efficacy?[J]. Zeitschrift für Bildungsforschung, 2022(02):295-311.

[15] Zhan S W, Hua P P. The Relationship Between Social Support and Emotional Labor of Kindergarten Teachers: The Mediating Role of Psychological Resilience[J]. Journal of Shaanxi Xueqian Normal University, 2022(06):92-99.

[16] Zhang Y. A Study on the Antecedents and Influences of Kindergarten Teachers' Emotional Labor[D]. Tianjin: Tianjin University, 2022.

[17] Zhang Y, Zhao H Y, Qi T T, et al. The Relationship Between Professional Identity and Learning Motivation and Academic Achievement of Free Pre-service Teachers[J]. Developmental and Educational Psychology, 2011(06):633-640.

[18] Jia Y, Wu W Y, Shan C P. The Impact of Curriculum Learning Experience and Class Environment on the Learning Motivation of Pre-service Preschool Education Teachers: The Mediating Effect of Professional Identity[J]. Early Childhood Education, 2024(12).

[19] Yu L, Lang Z X, Lang J J. What Drives Pre-service Teachers to Engage in Teaching: The Categorical Characteristics and Influencing Mechanism of the Teaching Willingness of Pre-service Preschool Education Teachers[J]. Journal of Shaanxi Xueqian Normal University, 2023(07):100-110.

[20] Gao J. The Impact of Educational Internship on the Professional Identity of Pre-service Preschool Education Teachers: A Study Under the Background of the Policy of "Affordable and Quality Early Childhood Education for All"[J]. Research in Educational Development, 2019(08):58-66.

[21] Ren N X, Zhang J. A Preliminary Study on the Professional Identity of Free Pre-service Preschool Education Teachers: From a University in Sichuan Province[J]. Journal of Chengdu Normal University, 2020,36(02):35-42.

[22] Lv L J, Liu X, Wang P P. A Study on the Correlation Between Self-Efficacy and Professional Identity of Student Teachers[J]. Higher Education Exploration, 2016(11):111-116.

[23] Pan Y, Guo H Y. The Relationship Between Kindergarten Mentor Teacher Support and Professional Identity of Undergraduate Pre-service Preschool Education Teachers: The Moderating Role of Self-Esteem[J]. Journal of Chengdu Normal University, 2024(04):105-115.

[24] Yao M T, Liang Y. The Relationship Between Teacher Support, Learning Gains and Professional Identity of Pre-service Preschool Teachers[J]. Occupation and Health, 2020(11):1558-1561.

[25] Hui Q, Li Y, Li Y, et al. Professional Identity and Well-Being Among Pre-Service Teachers: A Mediation Model of Reappraisal and Self-Esteem[J]. Asia-Pacific Education Researcher, 2024.

[26] Wei S D, Guan J F, Wang S M, et al. The Relationship Between Preschool Teachers' Professional Identity, Emotional Labor and Occupational Well-Being[J]. China Journal of Health Psychology, 2021(09):1361-1371.

[27] Schepens A, Aelterman A, Vlerick P. Student Teachers' Professional Identity Formation: Between Being Born as a Teacher and Becoming One[J]. Educational Studies, 2009,45(4):361-378.

[28] Diefendorff J M, Croyle M H, Gosserand R H. The Dimensionality and Antecedents of Emotional Labor Strategies[J]. Journal of Vocational Behavior, 2005,66(2):339-357.

[29] Zhang X H. A Study on the Structural Characteristics and Influencing Factors of Professional Identity of Pre-service Teachers[D]. Beijing: Beijing Normal University, 2016.

[30] Tang D D, Wen Z L. Common Method Bias Test: Problems and Suggestions[J]. Psychological Science, 2020(01):215-223.

[31] Gao X W, Sheng H. Teachers' Emotional Labor: Concept, Mechanism and Acting Strategies[J]. Teacher Development Research, 2017(03):67-74.

[32] Yin H B. The General Path of Empirical Educational Research: Taking the Research on Teachers' Emotional Labor as an Example[J]. Journal of East China Normal University (Educational Sciences Edition), 2017(03):47-56+168-169.

[33] Gong S Y, Zhang K T, Zhang P P, et al. The Relationship Between Student Teachers' Classroom Emotions and Teacher Efficacy: The Mediating Role of Emotional Regulation[J]. Educational Research and Experiment, 2013(04):66-70.

[34] Diao R X, Wu Y F. The Current Situation and Cultivation Countermeasures of Pre-service Teachers' Professional Emotion: Taking H University in Zhejiang Province as an Example[J]. Journal of Huzhou University, 2021(06):75-80.

[35] Wu Y J, Liu Y. The Development of the Emotional Labor Questionnaire for Primary and Secondary School Teachers[J]. Journal of Northwest Normal University (Social Sciences), 2011(01):102-108.

[36] Zu J, Yang W Y, Zhou T F, et al. The Dynamic Changes of Internship Emotional Experience and Professional Identity of Pre-service Preschool Education Teachers: Based on In-depth Interviews with 13 Interns[J]. Journal of Chengdu Normal University, 2022(09):95-100.

[37] Gao X M. A Study on the Relationship Between Preschool Teachers' Professional Identity and Social Support[J]. Journal of Inner Mongolia Normal University (Educational Science Edition), 2011,24(08):44.

[38] He W J, Huang J L. A Typological Study on the Changing Modes of Pre-service Teachers' Teaching Emotions in Practical Learning Scenarios[J]. Teacher Education Research, 2022(06):95-101.

[39] Goetz T, Frenzel A C, Hall N C, et al. Types of Boredom: An Experience Sampling Approach[J]. Motivation and Emotion, 2014,38(3):401-419.

[40] Trent J. Why Some Graduating Teachers Choose Not to Teach: Teacher Attrition and the Discourse-Practice Gap in Becoming a Teacher[J]. Asia-Pacific Journal of Teacher Education, 2019,47(5):554-570.