Abstract
The purpose of this study is to construct and develop emotional labor scales for Elementary School Teachers by applying both qualitative and quantitative approaches. We have mainly applied the grounded theory method in the first stage of the study. This study is formed by involved literature reviews followed by development of the interview guide and semi-structured in-depth interviews. In the second stage of the study, the high reliability and validity of the questionnaires for the emotional labor scales of elementary school educators are achieved by first executing Aiken's two quantitative methods: content validity coefficient and homogeneity reliability coefficient, and then conducting alternative tests of exploring factor analysis and confirmation factor analysis.Emotional labor scales for Elementary School Educators can be divided into two parts which are respectively "student-focused emotional labor" and "job-focused emotional labor." From the results of confirmatory factor analysis, "student-focused emotional labor" is potentially composed of three factors which are respectively surface acting, deep acting, and genuine expression. For "job-focused emotional labor", it is composed of regulations of emotional displays and variety of emotional displays. The performance of variance factor extraction, model fitting validity, convergence validity, and discriminance validity are all accurate. In the reliability analysis, coefficient and composite reliability all behave accordingly. Based on these mentioned analyses, the constructed emotional labor scales for elementary school teachers fit with the modeling conducted in this study.