Impact of surface acting and deep acting techniques on teachers’ organizational commitment

Abstract

Purpose This paper aims to examine the relationship between surface acting (SA), deep acting (DA) and organizational commitment (OC). Design/methodology/approach Guided by affective events theory, the study adapted emotional labour scale and three components model to profile 373 teachers from 30 schools around Peninsular Malaysia. A list-based simple random sampling technique was used to select respondents. Structural equation modeling (SEM) was used to test hypotheses, and the proposed model was assessed through renowned fit indices. Findings OC was hypothesized as a second-order construct. SEM result indicates that both SA and DA have significant negative relationship with OC. Fit indices of the hypothesized model showed χ²/df ratio (560.069/265) = 2.113, RMSEA (0.055), and CFI (0.936). This result provides empirical support for the data collected. Research limitations/implications The study provides new insight on the ongoing debate about SA and DA. Therefore, it advances body of research in this regard. The implication for HR managers is that strategic polices can be institutionalized to buffer the consequences of SA and DA. This is due to the fact that SA and DA may not be abolished for service employees like teachers. The practical implication for teachers is the understanding that emotional regulation process is inevitable because teaching is profoundly an emotional activity job. Besides being a cross-sectional study, the sampled population may have limited the study’s outcomes. Originality/value Given existing inconsistent results on the consequences of SA and DA, this study shows that not only SA can lead to negative after-effects, DA can also cause the same. Future study can explore spiritual intelligence to examine how best SA and DA can be performed at reduced consequences on OC.

The Mediating Role of Organizational Commitment on the Relationship Between Emotional Labor and Work Engagement of Teachers

“…When teachers can exhibit emotional effort and transparency and transfer their negative emotions, they become more committed to the school. However, there are inconsistent findings in the literature on both teacher ( Isenbarger and Zembylas, 2006 ; Güler, 2018 ; Deliveli and Kıral, 2020 ; Ogunsola et al, 2020 ; Zheng et al, 2020 ) and other samples such as health employees ( Şenel and Aydoğan, 2020 ), hotel employees ( Büyükbeşe and Aslan, 2019 ), nurses ( Yang and Chang, 2008 ; Han S. S. et al, 2018 ), and IT workers ( Kim and Yang, 2018 ). While some of these studies suggest a positive association ( Isenbarger and Zembylas, 2006 ; Güler, 2018 ; Deliveli and Kıral, 2020 ; Şenel and Aydoğan, 2020 ), some others reveal that there is a negative relationship between EL and OC ( Han S. L. et al, 2018 ; Büyükbeşe and Aslan, 2019 ).…”

“…While some of these studies suggest a positive association ( Isenbarger and Zembylas, 2006 ; Güler, 2018 ; Deliveli and Kıral, 2020 ; Şenel and Aydoğan, 2020 ), some others reveal that there is a negative relationship between EL and OC ( Han S. L. et al, 2018 ; Büyükbeşe and Aslan, 2019 ). Considering the relationships in terms of the dimensions, Zheng et al (2020) suggested that deep acting is positively associated with commitment and surface acting has a negative effect on it, while Ogunsola et al (2020) found that both surface and deep acting has a negative effect on OC. On the other hand, Yang and Chang (2008) indicated that surface acting has a significantly negative relationship with OC while deep acting does not have a significant effect on it.…”

Islamic Leadership, Emotional Intelligence, and Spiritual Intelligence on Passion of Work and Performance

“…In their study findings, Anas & Hamzah (2020) say that spiritual intelligence can make humans intellectually, emotionally, and spiritually complete. This is the same as the opinion of (e.g., Leonard & Biberman, 2007;Ogunsola et al, 2020;Opriş, 2015) that being smart is not only expressed by having a high intellectual intelligence (IQ), but to be wise, one must have spiritual intelligence (SQ). SQ will provide the ability to distinguish, moral intelligence, the ability to adjust rigid rules, understanding, and equal ability to understand the love of work and understand to the extent that it must be done.…”

“…In practice, emotional intelligence (EQ) and spiritual intelligence (SQ) must be carried out together by implementing Islamic leadership characteristics (EQ and SQ) so employee morale and employee performance can be realized. Previous research, such as (Ogunsola et al, 2020), found that emotional intelligence can increase the average performance of salespeople. Emotional intelligence can be applied in standard management concepts and affects employee performance or only understanding that can be trained at the level of personal ability.…”

The Emotional Labor and Burnout in Married Female Doctors of Pakistan: The Moderating Role of Work-Family Conflict

“…Employees act out emotions that are required by the organization or conform to the demanding situation (Ogunsola, Fontaine & Jan, 2020). They portray positive emotions but they do not feel them, such as faking a smile (Lu, Wu, Mei, Zhao, Zhou, Li & Pan, 2019).…”