先前研究发现，教师的职业认同对他们的职业幸福感具有积极影响。然而，这种关系背后的内在机制仍然模糊不清。因此本研究旨在考察中学教师职业认同、心理资本、情绪劳动与职业幸福感这四个变量之间的关系，并揭示中学教师职业认同与职业幸福感的内在作用机制。本研究以广州市511名中学教师为研究对象，运用《教师职业认同量表》、《中小学教师心理资本问卷》、《中小学教师情绪劳动量表》和《教师职业幸福感量表》分别对被试教师的职业认同、心理资本、情绪劳动和职业幸福感进行测量，并使用Bootstrap法检验心理资本与情绪劳动的中介作用。研究结论如下：

      1、中学教师的职业认同水平处于中等偏上水平，在性别和学段上具有显著差异，中学女教师的职业认同水平高于中学男教师，中学教师的职业认同水平随着学段的提高而提高。

      2、中学教师的心理资本处于中等偏上水平，在四个子维度上，中学教师的乐观得分最高，自信次之，再者是韧性，最后是希望。中学男教师的心理资本低于中学女教师，初中教师的心理资本低于高中教师。

      3、中学教师使用最多的情绪劳动策略是被动深度行为，其次是主动深度行为，最后是表面行为。中学女教师使用被动深度行为和主动深度行为的频率均高于中学男教师，中学男教师使用表面行为的频率则高于中学女教师。被动深度行为受学段的正向影响，高中教师被动深度行为的使用频率高于初中教师。

      4、中学教师的职业幸福感处于中等偏上水平，各维度得分从高到低，依次是社会支持感、情感幸福感、身心愉悦感、职业高尚感、收益满意感，工作效能感。中学男教师的职业幸福感低于中学女教师。相比于初中教师，高中教师具有更高的职业幸福感。

     5、职业认同、心理资本与职业幸福感均呈显著正相关，表面行为（情绪劳动）与职业认同、心理资本和职业幸福感均呈显著负相关，主动深度行为和被动深度行为（情绪劳动）均与职业认同、心理资本和职业幸福感呈显著正相关。

      6、心理资本正向预测职业幸福感，心理资本在职业认同与职业幸福感之间起部分中介作用。

      7、主动深度行为和被动深度行为（情绪劳动）正向预测职业幸福感，表面行为（情绪劳动）负向预测职业幸福感，情绪劳动在职业认同与职业幸福感之间起部分中介作用。

      8、心理资本和情绪劳动（主动深度行为、被动深度行为、表面行为）在职业认同与职业幸福感之间起链式中介作用。

       Previous research has found that teachers' professional identity has a positive impact on their professional well-being. However, the underlying mechanism behind this relationship remains ambiguous. Therefore, this study aimed to examine the relationships among four variables of professional identity, psychological capital, emotional labor and professional well-being of secondary school teachers, and to reveal the internal mechanism of professional identity and professional well-being of middle school teachers . In this study, 511 secondary school teachers in Guangzhou were selected as the research objects. The teachers' professional identity scale, the psychological capital questionnaire for primary and secondary school teachers, the emotional labor scale for primary and secondary school teachers, and professional well-being scale for teachers were respectively used to measure the teachers' professional identity, psychological capital, emotional labor and professional well-being,and the Bootstrap method was used to test the mediating effect of psychological capital and emotional labor. The results are as follows:

     1、The level of professional identity of secondary school teachers is above the average level, and there are significant differences in gender and school period. The professional identity level of female secondary school teachers is higher than that of male secondary school teachers, and the level of professional identity of secondary school teachers increases with the improvement of school period.

       2、The psychological capital of secondary school teachers is above the average level. In the four sub-dimensions, the optimism score of secondary school teachers is the highest, followed by self-confidence, resilience, and hope. The psychological capital of male secondary school teachers is lower than that of female secondary school teachers, and that of middle school teachers is lower than that of high school teachers.

      3、The most common emotional labor strategy used by secondary school teachers is passive deep behavior, followed by active deep behavior, and finally surface behavior. Female secondary school teachers use both passive and active deep behaviors more frequently than male secondary school teachers, while male secondary school teachers use surface behaviors more frequently than female secondary school teachers. The passive depth behavior dimension is positively affected by the school period. The frequency of passive depth behavior used by high school teachers is higher than that of middle school teachers.

      4、The professional well-being of secondary school teachers is above the average level, and the scores of all dimensions are from high to low, in order of social support, emotional well-being, physical and mental pleasure, professional nobility, income satisfaction, and work efficacy. The professional well-being of male secondary school teachers is lower than that of female secondary school teachers. Compared with middle school teachers, high school teachers have higher professional well-being.

      5、There was significant positive correlation between professional identity, psychological capital and professional well-being; there was significant negative correlation between surface behavior (emotional labor) and professional identity, psychological capital and professional well-being; both active and passive deep behaviors (emotional labor) were positively correlated with professional identity, psychological capital and professional well-being.

      6、Psychological capital positively predicts professional well-being, and plays a partial mediating role between professional identity and professional well-being.

      7、Active deep behavior and passive deep behavior (emotional labor) positively predicted professional well-being, while surface behavior (emotional labor) negatively predicted professional well-being. Emotional labor partially mediated the relationship between professional identity and professional well-being.

      8、Psychological capital and emotional labor (active deep behavior, passive deep behavior, surface behavior) play a chain mediating role between professional identity and professional well-being.