Emotional Labor and Professional Identity in Chinese Early Childhood Teachers: The Gendered Moderation Models
Abstract
:1. Introduction
2. Literature Review
2.1. EL in Teachers and Teaching
2.2. Teacher PI and Its Relationship with EL
2.3. Gender Difference in EL and PI in Teachers
2.4. The Context of This Study
- Are there gender differences in teachers’ PI and EL strategies?
- What is the relationship between teacher demographic statistics, PI, and EL strategies?
- Does gender moderate the association between teachers’ PI and EL strategies?
3. Materials and Methods
3.1. Participants
3.2. Measurement
3.2.1. Teacher PI
3.2.2. Teacher EL
3.2.3. Teachers’ Demographic Variables
3.3. Procedure
3.4. Data Analysis Plan
4. Results
4.1. Descriptive Statistics, Correlation Analysis, and Gender Differences
4.2. The Relationship between PI and EL
4.3. Moderating Role of Gender
5. Discussion
5.1. Gender Differences in EL and PI
5.2. PI as Mediator between Teacher Demographics Variables and EL
5.3. Gender Moderates the Relationship between PI and EL
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Female n (%) | Male n (%) | |
---|---|---|
Age | ||
≤25 years old | 51 (34.9%) | 39 (37.5%) |
26–30 years old | 33 (22.6%) | 29 (27.9%) |
31–35 years old | 20 (13.7%) | 20 (19.2%) |
36–40 years old | 14 (9.6%) | 9 (8.7%) |
> 40 years old | 28 (19.2%) | 7 (6.7%) |
ECE Degree | ||
Yes | 117 (80.1%) | 69 (66.3%) |
No | 29 (19.9%) | 35 (33.7%) |
Teacher Education | ||
Junior middle school | 9 (6.2%) | 0 (0.0%) |
Senior middle school | 17 (11.6%) | 0 (0.0%) |
Associate | 53 (36.3%) | 18 (17.3%) |
Bachelor | 66 (45.2%) | 83 (79.8%) |
Master and above | 1 (0.7%) | 3 (2.9%) |
Years of teaching experience | ||
<1 year | 5 (3.4%) | 5 (4.8%) |
1–5 years | 67 (45.9%) | 52 (50.0%) |
6-10 years | 49 (33.6%) | 28 (26.9%) |
11–15 years | 14 (9.6%) | 12 (11.5%) |
16–20 years | 9 (6.2%) | 5 (4.8%) |
>20 years | 2 (1.4%) | 2 (1.9%) |
Position | ||
Administrative | 0 (0.0%) | 23 (22.1%) |
PE teacher | 0 (0.0%) | 41 (39.4%) |
Class teacher | 103 (70.5%) | 40 (38.5%) |
Care teacher | 43 (29.5%) | 0 (0.0%) |
Variables | 1 | 2 | 3 | 4 | 5 |
---|---|---|---|---|---|
1. Year 1 | 1 | ||||
2. Identity | 0.22 *** | 1 | |||
3. Natural | 0.09 | 0.50 *** | 1 | ||
4. Deep | 0.07 | 0.33 *** | 0.41 *** | 1 | |
5. Surface | 0.07 | 0.11 | 0.09 | 0.53 *** | 1 |
M | 6.56 | 4.24 | 4.34 | 4.10 | 3.46 |
SD | 5.27 | 0.71 | 0.59 | 0.59 | 0.79 |
Variables | Male (M ± SD) | Female (M ± SD) | t | df | p | Cohen’s d |
---|---|---|---|---|---|---|
Education | 3.86 (0.43) | 3.23 (0.89) | 7.41 | 221 | 0.00 | 0.95 |
Year | 6.28 (5.35) | 6.76 (5.21) | −0.71 | 218 | 0.48 | −0.09 |
Identity | 3.99 (0.84) | 4.43 (0.54) | −4.7 | 162 | 0.00 | −0.64 |
Natural | 4.24 (0.62) | 4.37 (0.57) | −1.66 | 212 | 0.10 | −0.21 |
Deep | 4.21 (0.53) | 4.02 (0.62) | 2.32 | 239 | 0.01 | 0.33 |
Surface | 3.69 (0.75) | 3.30 (0.78) | 3.97 | 226 | 0.00 | 0.51 |
Paths | Effect | 95% CI |
---|---|---|
Education → Natural acting | 0.029 | [−0.084, 0.142] |
Education → Deep acting | 0.087 | [−0.046, 0.219] |
Year → Natural acting | −0.042 | [−0.174, 0.090] |
Year → Deep acting | −0.058 | [−0.198, 0.082] |
Education → PI → Natural acting | −0.127 | [−0.207, −0.047] |
Education → PI → Deep acting | −0.098 | [−0.163, −0.032] |
Year → PI → Natural acting | 0.157 | [0.072, 0.243] |
Year → PI → Deep acting | 0.121 | [0.051, 0.191] |
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Xie, S.; Liang, L.; Li, H. Emotional Labor and Professional Identity in Chinese Early Childhood Teachers: The Gendered Moderation Models. Sustainability 2022, 14, 6856. https://doi.org/10.3390/su14116856
Xie S, Liang L, Li H. Emotional Labor and Professional Identity in Chinese Early Childhood Teachers: The Gendered Moderation Models. Sustainability. 2022; 14(11):6856. https://doi.org/10.3390/su14116856
Chicago/Turabian StyleXie, Sha, Luyao Liang, and Hui Li. 2022. "Emotional Labor and Professional Identity in Chinese Early Childhood Teachers: The Gendered Moderation Models" Sustainability 14, no. 11: 6856. https://doi.org/10.3390/su14116856