教师的工作涉及高强度的情绪劳动，且不同程度的情绪劳动会对教师的教育教学效果产生积极或消极的影响，研究英语教师的情绪劳动对教师专业发展和教师教育发展具有一定的理论和现实意义。

本研究主要采用情绪劳动策略的三维结构来探讨教师的情绪劳动策略使用现状及影响因素。研究采用《中学英语教师情绪劳动策略量表》对 161名中学英语教师进行调查并对4名中学英语教师进行了半结构化访谈，并通过SPSS 25.0， AMOS 26.0 和主题分析对收集的量化和质性数据进行了分析。本研究有以下结论：

1. 中学英语教师的情绪劳动水平相对较高，他们最倾向于使用深层扮演策略而最不倾向于使用浅层扮演策略。

2. 中学英语教师的情绪劳动策略与人口统计学变量有关。具体而言，中学英语教师的情绪劳动策略在教师的性别和教育背景方面没有显著差异，而情绪劳动策略在教师的年龄、教龄和职称方面有显著差异。

3. 影响教师情绪劳动的因素可分为个人因素 (情绪智力) 和组织因素 (教育改革、工作负荷、权力关系)。

本研究为英语教师和教师教育发展提供了一些启示，包括英语教师应认识到自然表达行为在英语教学中的重要作用和培养情绪智力的重要意义，以及教育主管部门和学校应明确各自的权责范围和工作边界，保障教师减负和工作自主权。

Teachers’ work involves high levels of emotional labor, and different degrees of emotional labor have a positive or negative impact on teachers’ education and teaching effect. Studies on English teachers’ emotional labor have a certain theoretical and practical significance for teachers’ professional development and teacher education development.

This study mainly adopts the three-dimensional structure of emotional labor strategy to explore the general profiles of emotional labor strategies among Chinese secondary school English teachers and the antecedents of their emotional labor. The developed Secondary School English Teacher Emotional Labor Strategy Scale was assessed among 161 secondary school English teachers. The semi-structured interview was conducted among four secondary school English teachers. The collected quantitative and qualitative data were analyzed through SPSS 25.0, AMOS 26.0, and thematic analysis. The study has the following conclusions:

1. Secondary school English teachers report a relatively high level of emotional labor, and they are most favorable to employing the deep acting strategy to regulate their emotions but least favorable to the surface acting strategy.

2. Secondary school English teachers’ emotional labor strategies are found to be related to teachers’ demographic variables. Specifically, there is no significant difference between secondary school English teachers’ emotional labor strategies in teachers’ gender and educational background. There are significant differences between emotional labor strategies in teachers’ age, years of teaching experience, and professional title.

3. The factors that influence the process of teachers’ emotional labor can be categorized into the individual factors (emotional intelligence) and organizational factors (educational reform, workload, and power relations).

The study also provides some implications for the development of English teachers and teacher education, including English teachers’ recognition of the important role of the expression of naturally felt emotions in English teaching and the significance of emotional intelligence development, and education authorities and schools’ clarification of the scope of their respective rights and responsibilities and work boundaries and guarantee of teachers’ burden reduction and job autonomy.