Emotional labor, teacher burnout, and turnover intention in high-school physical education teaching

Abstract

Grounded upon the conservation of resources theory, this study sought to examine the relationships between the three emotional labor strategies, teacher burnout, and turnover intention among physical education teachers. A total of 613 high-school physical education teachers from 47 states across the United States completed online questionnaires that measured the proposed variables. The goodness-of-fit statistics indicated that the structural model showed a reasonable fit, χ2(605) = 1391.26 = 2.30, p < 0.01; RMSEA = .05; TLI = .93; CFI = .93. The results also revealed that teacher burnout was positively associated with surface acting and negatively associated with genuine expression. Further, teacher burnout was positively associated with turnover intention. Mediation analysis showed that teacher burnout fully mediated the trajectory from emotional labor strategies to turnover intention. The results highlight the impact of emotional labor on physical education teachers’ well-being and intention to leave the teaching profession.

Joy, fear and resignation: investigating emotions in physical education using a symbolic interactionist approach

“…The expressed significance of emotions to learning is consistent with a number of scholars' advocacy of teachers' development of emotional understanding/intelligence (Lee, 2017;McCaughtry & Rovegno, 2003). Researchers have examined for example, how pre-service teachers make use of emotional training during their teaching practicum (Klemola et al, 2013) and how the emotional experiences of pre-service teachers contribute to the construction of teachers' professional identities (Alves et al, 2018).…”

“…From this perspective, it would be impossible for practitioners to completely ignore emotions. In line with other physical education scholars (Lee, 2017;McCaughtry & Rovegno, 2003), we would advocate increasingly sensitive and considered performances of emotions in pedagogical situations as opposed to simply greater acknowledgement.…”

Teachers’ Emotional Exhaustion: Associations With Their Typical Use of and Implicit Attitudes Toward Emotion Regulation Strategies

“…Since the introduction of the Maslach Burnout Inventory (MBI; Maslach et al, 1996), research on burnout has rapidly increased. Although such research efforts have improved our understanding of the phenomenon, recent papers indicate that teacher burnout is still frequent and has longlasting consequences for both teachers and their students, such as high turnover and dropout rates among teachers and lower achievement and school satisfaction among students (Arens and Morin, 2016;Veldman et al, 2016;Lee, 2019). Daily emotions have often been described as the "building blocks" of burnout (Hollenstein, 2015), and the regulation of emotions and personal preferences regarding emotion regulation have been proposed to play an important role in personal well-being and social functioning (Sutton and Wheatley, 2003;Jiang et al, 2016).…”

Impacts all the emotional labor on burnout and intention top leave in the today’s organizations: A research on academicians

“…Bir başka çalışmada da yüzeysel davranış gösterimi ile tükenmişlik arasında pozitif ilişki olduğu belirtilmiştir, derinlemesine davranışın duygusal tükenme ve duyarsızlaşma ile herhangi bir ilişkisinin olmadığı belirtilmiştir, ayrıca, duygusal emek ile işten ayrılma niyeti arasındaki ilişkide tükenmişliğin aracılık etkisi de ortaya konulmuştur (Lee, 2017).…”

“…Çelişki yaşayan ve rol yapan yani yüzeysel davranış sergileyen çalışanlar için iş tatmini ve karlılık anlamında tablo daha negatif olup bu durumda onlar, ortam değiştirmek isteyecekler ve de işten ayrılma niyetinde olacaklardır. Literatürde bu sonuçları destekleyen çalışmalara rastlanmaktadır (Chau, Dahling, Levy ve Diefendorff, 2009;Yürür ve Ünlü, 2011;Çelik ve Yıldız, 2016;Lee, 2017).…”