Current Status of Preschool Teacher

Current Status of Preschool Teachers’ Emotional Labor, Psychological Capital, and Job Involvement The empirical data from 385 preschool teachers were collected, descriptive statistics were calculated, and relationships amongst the constructs were analyzed. Table 1 summarizes the descriptive statistics of the four factors of the preschool teachers’ emotional labor: variety emotions,Requirement for emotional expression, Surface emotion action, and deep emotion action. The participants’ requirement for emotional expression scores were the highest (M = 5.20; SD = .67), followed by their variety emotions scores (M = 4.99; SD = .74), DEA scores (M = 4.88; SD = .71), and SEA scores (M = 4.42; SD = .78). All of the preschool teachers’ scores for the four factors of EL were high; in other words, their EL scores were high. In particular, the scores indicated that REE was the highest emotional load that they perceived.

結果 (繁體中文) 1:

幼兒園教師情緒勞動，心理資本和工作投入從385幼兒教師的經驗數據的現狀進行收集，計算描述性統計和結構之間的關係進行了分析。表1總結了幼兒教師情緒勞動的四個因素的描述性統計：各種情緒，需求的情感表達，情感面的動作，並深情的行動。參與者的情緒表達得分要求均最高（M = 5.20; SD = 0.67）中，然後可以通過各種情感分數（M = 4.99; SD = 0.74），DEA得分（M = 4.88; SD = 0.71 ），和SEA分數（M = 4.42; SD = 0.78）。所有幼兒教師的分數為EL的四個因素是高的; 換句話說，他們的EL得分高。尤其是，

結果 (繁體中文) 2:

收集385名學齡前教師的經驗資料，計算描述性統計資料，分析學齡前教師情感勞動、心理資本和工作參與度。表1總結了幼兒教師情感勞動的四個因素的描述性統計：多樣性情感、情感表達需求、表面情感行為和深層情感行為。參與者對情感表達評分的要求最高（M = 5.20;SD = .67），其次是他們的各種情緒得分（M = 4.99;SD = .74），DEA 分數（M = 4.88;SD = .71），SEA 分數（M = 4.42;SD = .78）。EL四個因素的幼兒教師得分都很高;換句話說，他們的EL分數很高。特別是，分數表明REE是他們認為最高的情緒負荷。

結果 (繁體中文) 3:

幼兒教師情緒勞動、心理資本、工作投入的現狀收集385名幼兒教師的經驗數據，進行描述性統計，並分析各結構之間的關係。錶1總結了幼兒教師情緒勞動四個因素的描述性統計：多樣性情緒、情緒表達要求、表面情緒行為和深層情緒行為。受試者對情緒表達得分的要求最高（M=5.20；SD=0.67），其次是各種情緒得分（M=4.99；SD=0.74）、DEA得分（M=4.88；SD=0.71）和SEA得分（M=4.42；SD=0.78）。幼兒教師四個因素的EL得分均較高，即EL得分較高。特別是，得分顯示REE是他們感知到的最高情緒負荷。