幼儿园教师情绪劳动影响师幼身心健康发展，事关教师队伍稳定与学前教育质量提升，是新时期教师队伍建设亟需关注的重点。同时，情绪劳动与职业认同、工作满意度关系密切，理清三者之间的内部机制对保障师资队伍具有新的意义。本研究聚焦幼儿园教师情绪劳动的现状与问题，并探讨情绪劳动与职业认同、工作满意度的关系，进一步考察情绪劳动在职业认同与工作满意度之间的作用路径。 研究采用问卷法，选取北京、山东两地发放问卷，共回收5348份幼儿园教师问卷。并抽取部分幼儿园教师进行半结构化访谈。结果发现： 首先，在幼儿园教师情绪劳动现状与问题方面：（1）幼儿园教师情绪劳动总体负荷较大，表明教师在工作中付出了较多的情绪劳动，同时，教师情绪劳动中表层行为使用频率较高；（2）年轻教师深层行为较少，情绪劳动有待进一步改善；（3）幼儿园教师情绪劳动呈现随教龄增长而上升的整体趋势；（4）公办性质园教师情绪劳动最优，教办园和普惠性民办园教师情绪劳动有待提升。其次，在情绪劳动与职业认同、工作满意度的关系方面：（1）职业认同与情绪劳动呈显著正相关。角色价值观对互动持久度、深层行为具有显著正向影响作用，对情绪表达多样性、表层行为具有显著负向影响；职业行为倾向对表层行为具有显著正向影响；职业价值观对互动持久度具有显著正向影响，对表层行为具有显著负向影响；职业归属感对互动持久度、情绪表达频率、情绪表达强度、情绪表达多样性、表层行为、深层行为具有显著正向影响。（2）情绪劳动和工作满意度呈显著正相关。互动持久度、情绪表达强度和深层行为对工作满意度具有显著正向影响，表层行为对工作满意度具有显著负向影响作用。（3）情绪劳动中互动持久度、情绪表达频率、情绪表达强度、情绪表达多样性、表层行为和深层行为维度在职业认同与工作满意度中起部分中介作用。 基于以上研究结果，提出如下建议：（1）重视并改善幼儿园教师情绪劳动；（2）提高幼儿园教师职业认同感，改善情绪劳动状况；（3）合理利用情绪劳动中介效应，提升教师工作满意度，稳定教师队伍。

The emotional labor affects the physical and mental health of teachers and children, which is related to the stability of teaching staff and the improvement of the quality of preschool education. It is the focus of the construction of teaching staff in the new era. Meanwhile, there is a close relationship between emotional labor and job satisfaction, professional identity, and it is of new significance to clarify the internal mechanism of the three to guarantee stability of the teaching staff. This study focuses on the status of kindergarten teachers’ emotional labor, and discusses the relationship between emotional labor, professional identity and job satisfaction, and further examines the role of emotional labor in professional identity and job satisfaction. The study used the questionnaire method and interview method, and collected 5,348 teacher questionnaires from Beijing and Shandong. At the same time, some kindergarten teachers were selected to select for semi-structured interviews. Results show that: Firstly, as the status of emotional labor, (1) the kindergarten teachers’ emotional labor was generally at the upper-middle level. The scores from high to low are intensity, deep acting, duration of interaction, frequency, diversity, and surface acting. (2) Young teachers have less deep behavior and emotional labor needs to be further improved. (3) The emotional labor of kindergarten teachers showed an overall trend of increasing with teaching age. (4) Teachers in public kindergartens have the highest scores of emotional labor, teachers’ emotional labor in universal kindergartens needs to be further improved. Secondly, as the relationship between emotional labor, professional identity and job satisfaction: (1) there is a significant positive correlation between professional identity and emotional labor. Role values have a significant positive impact on duration of interaction and deep behavior, and have a significant negative impact on diversity and surface acting; occupational behavior tendencies have a significant positive impact on surface acting; professional values have significant impact on duration of interaction, and have a significant negative impact on surface acting. Occupational belonging has a significant positive impact on interaction persistence, emotional expression frequency, emotional expression intensity, emotional expression diversity, surface behavior, and deep behavior. (2) Emotional labor and job satisfaction are significantly positively correlated. Duration of interaction, intensity and deep acting has a significant positive impact on job satisfaction, and surface acting has a significant negative impact on job satisfaction. (3) Duration of interaction, Intensity, frequency, diversity, surface acting and deep acting partially mediated the relationship between professional identity and job satisfactory. Therefore, this study proposed the following suggestions: (1) and improve kindergarten teachers’ emotional labor. (2) Promoting the level of professional identity of kindergarten teachers. (3) Comprehensively utilizing the emotional labor mediation effect, improving job satisfaction and stabilizing the teaching staff.