教师是需要极高情绪投入的行业，高中新手英语教师更是一个值得关注和研究的群体。作为新手教师，他们资历尚浅、处于摸索阶段；作为英语教师，他们以活动为依托、以情感为手段激活课堂；作为高中教师，他们工作繁重，教学压力大。因此，出于教师专业发展阶段特点、学科特点和学段特点，高中新手英语教师这一群体进行着高强度的情绪劳动。而在与学生、领导、同事、学生家长甚至是机构组织、社会文化环境等的互动中，教师处于不同的权力关系，进而产生不同的情绪劳动。因此，情绪劳动嵌套于权力关系之中。情绪劳动策略的选用及其动因是深入理解和研究教师这一职业的独特透镜。

本研究在Benesch批判性教师情绪劳动理论的指导下，聚焦于高中新手英语教师这一群体，从权力关系的视角，深入探讨高中新手英语教师面对不同群体时的情绪劳动策略，以及使用这些情绪劳动策略的动因。本研究拟回答以下问题：（1）不同权力关系下，高中新手英语教师使用哪些情绪劳动策略？（2）高中新手英语教师情绪劳动策略使用的动因是什么？

本研究以案例质性研究方法，通过深度访谈、课堂观察、研究者反思等资料收集手段，回答上述两个问题。本研究依托尹弘飚提出的教师情绪劳动策略三类七种的框架，即第一类是表层扮演，包括伪装与抑制；第二类是深层扮演，包括调焦、重构和隔离；第三类是真实表达，包括释放和宣泄。研究发现，在与学生的相处中，高中新手英语教师会使用的情绪劳动策略十分丰富，完整涵盖了三类七种策略类型。这主要是由于教师与学生接触最为频繁紧密，直接对学生负责，且教师相比于学生处于高权力状态，因此可以将情绪劳动作为工具达到特定目的；在与领导的相处中，高中新手英语教师使用的情绪劳动策略也包含这三大类，但深层扮演这一类只涉及到重构，体现了教师作为低权力方对高权力的顺从的同时蕴含的反抗因子；在与同事的相处中，高中新手英语教师采用表层扮演的抑制和深层扮演的重构，体现了权力相似的主体间的相互牵制和理解；在与家长的相处中，高中新手英语教师多使用表层扮演的抑制，深层扮演的调焦、重构和真实表达中的释放，具有明显的家校和谐倾向；在与学校、市区教育局等组织机构的互动中，高中新手英语教师多使用表层扮演的抑制，深层扮演的调焦、重构，体现了绝对的权力差之下的顺从性情绪劳动；在与宏观的社会文化环境的互动中，社会文化环境通过影响英语学科地位、英语教学改革和教师角色使教师产生情绪劳动，高中新手英语教师常采用表层扮演中的抑制和深层扮演中的重构进行调节。

高中新手英语教师情绪劳动策略使用的动因分为获取权力资本、服从权力资本和维护权力资本。其中获取权力资本即为自身扎根职场获取更多筹码，包括获取威信、获取专业成长、获取认可和支持；服从权力资本即高中新手英语教师已然内化了社会对教师角色的期待，包括内化理解与关爱，内化职责与使命，内化情绪管理；维护权力资本指为促成权力资本的获得，高中新手英语教师常以维持身心康宁为动因进行情绪劳动，常释怀期待或不吐不快，从而确保身体健康，为工作奠定良好基础。这反映了新手教师初任期为获取承认而斗争的倾向，具有维护和改变权力关系的主动性。

本研究对从教师自身、学校和国家教育部门三个方面为高中新手英语教师的发展提供一定的启示。对于高中新手英语教师而言，应觉察、理解并合理运用自己的情绪劳动；对于学校而言，应该对高中新手英语教师的成长给予更多的包容和指导；对于国家教育部门而言，应将教师的情绪劳动视为政策推行之前的感应器。

本研究具有丰富和发展教师情绪劳动本土化和批判性研究、推动教师情绪去污名化的理论意义，以及促进高中新手英语教师专业发展、维护其身心健康的实践意义。

Teaching is a profession that requires an extremely high level of emotional engagement. This is especially true for novice high school English teachers, who are worthy of attention and research. As novice teachers, they are still in the stage of figuring out what and how to do; as English teachers, they activate the classroom with activities and emotions; and as senior high school teachers, they have a heavy workload and are under great pressure. Therefore, out of the initial stage of teachers’ professional development, the subject and the phase of studying, novice high school English teachers carry out intense emotion labor. In the interaction with students, leaders, colleagues, students’ parents, and even institutions, social and cultural environments, novice high school English teachers are in different power relations, which in turn produce different emotion labor. Thus, emotion labor is nested in power relations. Their selection of emotion labor strategies and motives are unique lenses for in-depth understanding and research of the teaching profession.

Under the guidance of Benesch’s critical teacher emotion labor theory, this study focuses on the group of novice high school English teachers to explore their emotion labor strategies during the interactions with different groups and their emotion labor motives in depth from the perspective of power relations. The research intends to answer the following two questions: (1) What emotion labor strategies do novice high school English teachers use under different power relations? (2) What are the motives behind novice high school English teachers’ emotion labor strategies?

This study answered the above two questions by using case-based qualitative research methodology. Data are collected by in-depth interviews, classroom observations, and researcher reflections. The study found that the emotion labor strategies that novice high school English teachers use in their interactions with students are very various, covered all classifications. This is mainly due to the fact that teachers who are directly responsible for them have the most frequent and close contact with students, and they are in a high power state compared to students, so they can use emotion labor as a tool to achieve some specific purposes; emotion labor strategies used in the interactions with leaders also include three categories, but the category of deep acting only involves reframing, which reflects the teachers as a low-power party’s obedience to the high power with the embedded resistance factor; emotion labor strategies in interactions with colleagues contain restraining in surface acting and reframing in deep acting, suggesting the mutual control between subjects with similar power; emotion labor strategies in the process of getting along with students’ parents include restraining in surface acting, refocusing and reframing in deep acting, and releasing in genuinely expressing, which shows an obvious tendency to harmony between home and school; emotion labor strategies in the interactions with the school and the municipal board of education consist of restraining in surface acting, refocusing and reframing in deep acting, reflecting submissive emotion labor under absolute power discrepancy; the macro social and cultural environments affect novice high school English teachers’ emotion labor by influencing the status of the English subject, the reform of English teaching and the role of teachers, novice high school English teachers often use restraining in surface acting and reframing in deep acting to regulate.

The motives behind the emotion labor of novice high school English teachers are divided into acquiring power capital, obeying power capital and maintaining power capital. Acquisition to power capital means that novice high school English teacher intend to root in workplace by obtaining prestige, professional development, recognition and support; obedience to power capital means that they have internalized the social expectations of the role of teachers, thus accept requirements to teachers, including understanding and caring, responsibilities and missions, and management to emotions; maintenance of power capital means that they often take emotion labor for physical or mental well-being, thus laying the foundation for further work. These motives reflect novice high school English teachers’ struggle for acceptance in their initial tenure, with the potential to maintain or even change power relations.

This study provides some insights into the development of novice high school English teachers from three perspectives: the teachers themselves, the school and the state education department. For novice high school English teachers themselves, they should be aware of, understand and use their emotion labor rationally; for schools, they should give more tolerance and guidance for the development of novice high school English teachers; and for state education departments, they should regard teachers’ emotion labor as a sensor before the implementation of policies.

This study has the theoretical significance of enriching and developing localized and critical research on teachers’ emotion labor, promoting the de-stigmatization of teachers’ emotions, as well as the practical significance of promoting the professional development of novice high school English teachers and maintaining their physical and mental health.