随着教师教育领域的不断深化发展，教师情感的重要价值也不断凸显。情感劳动是指 个体在工作场域中管理、控制、调节自己的情感，并以合适的方式表达的过程。教师作为与人互动、培养人的职业，面临着复杂的情感劳动，但由于情感的内隐性常常容易被忽视，导致教师承受着巨大的情感负担和情感耗竭，对于新手教师的影响尤其明显。因此，有必要关注新手教师的情感劳动过程，发现他们在情感劳动中可能面临的困难或蕴藏的积极潜力，助力新教师顺利成长。

本研究采用叙事研究的方法，依据霍克希尔德的情感劳动理论以及哈格里夫斯的教师情感实践学说，以三位任教三年内的新手教师为个案，探讨新手教师的情感劳动过程，核心问题是新手教师在教育工作中是如何进行情感劳动的？基于上述核心问题，本研究尝试回应以下子问题：（1）在个案中引发新手教师进行情感劳动的主要动因有哪些？（2）在个案中新手教师采取了哪些情感劳动调节方式？效果如何？（3）在个案中新手教师情感劳动过程受到哪些因素的影响？

研究发现，个案中的新手教师产生情感劳动的主要动因包括主客体间的情感冲突、工作压力过大和对学生的情感关怀。其中前两者一般会导致消极的情感劳动，后者一般会引发积极的情感劳动。新手教师对于情感劳动的调节方式包括表层表现、深层表现和自然表达。其中，表层表现方式包括压抑和假装两种策略，深层表现方式包括自我暗示、反思重构和重新聚焦三种策略，自然表达包括释放和倾诉两种策略。教师采取深层表现和自然表达的方式调节情感劳动一般会起到积极作用，表层表现方式则会产生积极影响或消极影响。在本研究中，影响个案新手教师情感劳动的因素分为个人内部层面和外部环境层面。个人内部层面的影响因素包括个人特质、情绪智力和工作成就感，外部环境层面的影响因素包括工作角色、学校环境和人际关系。

研究表明，新手教师的情感劳动既有消极的情感劳动也有积极的情感劳动，新手教师在教学工作中需要正确认识并理解所付出的情感劳动，积极调适，同时学校也要关注教师内心的情感需要，提供情感支持，帮助教师转向积极的情感劳动。

With the continuous deepening and development of the field of teacher education, the important value of teachers' emotions is also constantly highlighted. Emotional labor refers to the process in which individuals manage, control and adjust their emotions in the workplace and express them in an appropriate way. As a profession of interacting with and cultivating people, teachers are faced with complex emotional labor. However, because the implicit nature of emotions is often easily ignored, teachers bear a huge emotional burden and emotional exhaustion, and the impact on novice teachers is particularly obvious. Therefore, it is necessary to pay attention to the emotional labor process of novice teachers, find the difficulties they may face or the positive potential in emotional labor, and help novice teachers grow smoothly.

This study adopts the method of narrative research. Based on Hochschild’s theory of emotional labor and Hargreaves’ theory of teacher emotional practice, three novice teachers who have been teaching for three years are used as cases to explore the emotional labor process of novice teachers. The core problem is how do novice teachers carry out emotional labor in educational work? Based on the above core questions, this study tries to respond to the following sub-questions: (1) What are the main motivations that cause novice teachers to carry out emotional labor in individual cases? ( 2) What emotional labor adjustment methods do novice teachers adopt in individual cases? How does it work? 3) What factors affect the emotional labor process of novice teachers in individual cases?

The study found that the main reasons for the emotional labor of novice teachers include emotional conflicts between subject and object, excessive work pressure, and emotional care for students. The first two generally lead to negative emotional labor, which generally leads to positive emotional labor. The adjustment methods of emotional labor by novice teachers include surface expression, deep expression and natural expression. Among them, the surface expression includes two strategies of suppression and pretending, the deep expression includes three strategies of self-suggestion, reflection reconstruction and refocus, and natural expressionincludes two strategies of release and talk.Teachers generally play a positive role in adjusting emotional labor by adopting deep expression and natural expression, while surface expression will have a positive or negative impact. In this study, the factors affecting the emotional labor of novice teachers are divided into the internal level of the individual and the external environment. The influencing factors at the internal level of the individual include personal characteristics, emotional intelligence and work achievement, and the influencing factors at the external environmental level include work roles, school environment and interpersonal relationships.

Research shows that the emotional labor of novice teachers has both negative emotional labor and positive emotional labor. In teaching work, novice teachers need to correctly know and understand the emotional labor they pay, and actively adjust. At the same time, schools should also pay attention to the emotional needs of teachers, provide emotional support, and help teachers turn to positive emotional labor.