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

Abstract

This study aims to investigate the mediating role of teachers’ organizational commitment (OC) on the relationship between their emotional labor (EL) and work engagement (WE). The study employed a cross-sectional design. The sample of the study consisted of the teachers working in Sakarya province of Turkey. They participated in the study voluntarily and responded scale items online. The findings showed that teachers’ perceptions of EL, OC and WE is relatively high. Also, there are statistically significant and positive correlations among variables. On the other hand, the findings confirmed the hypotheses. Teachers’ EL predicts their OC and WE. Additionally, OC predicts WE and plays a mediating role on the relationship between EL and WE. Based on the findings some suggestions were made.

The relationship between teachers’ emotional intelligence and teaching for creativity: The mediating role of working engagement

“…Correlation analyzes confirmed positive correlations among EI, WE, and TfC. The results of this study show that EI positively predicts WE, which is consistent with previous findings ( Constandin and Brate, 2015 ; Kabar and Gunes, 2017 ; Mérida-López and Extremera, 2020 ; Butakor et al, 2021 ; Fu et al, 2021 ; Sezen-Gultekin et al, 2021 ). Meanwhile, we found a statistically significant and positive relationship between TfC and teachers’ EI levels in the research.…”

Prosocialness and Happiness in Chilean Student Teachers

“…This is due to the increasing number of reports that place prosocialness as positively associated with socioemotional development (Baiocco et al, 2018;García and Tully, 2020), which in turn is related to a wide range of issues, such as the development of self-esteem (Garaigordobil and García De Galdeano, 2006), psychosocial adjustment (Eisenberg and Fabes, 1998;Xiong et al, 2021), and group integration (Plazas et al, 2010). Consequently, it is also related to better academic results (Bandura et al, 1996;Cappella et al, 2013;Flórez-Donado et al, 2018), which subsequently reinforces the indications that point out the relevance of socioemotional education in teacher training, which can amplify the effect of positive modeling they would have for their future students (Cefai et al, 2018;García-Vázquez et al, 2020;Zee et al, 2020;Oliveira et al, 2021;Sezen-Gultekin et al, 2021).…”

“…At the same time, the recognition of these expressions should be fostered from an early age, since they provide positive opportunities for socialization (García and Tully, 2020). This addresses the processes of initial teacher training directly because students' socioemotional development requires the social and emotional training of the teachers (Cefai et al, 2018;García-Vázquez et al, 2020;Zee et al, 2020;Oliveira et al, 2021;Sezen-Gultekin et al, 2021).…”

Self-efficacy, organizational commitment, workload as predictors of life satisfaction in elementary school teachers: the mediating role of job satisfaction

“…Three types of organizational commitment have been identified in teachers: to the school ( UNESCO, 2021 ), to the profession ( Lin et al, 2019 ), and to the students ( Jara and Dagach, 2014 ). Meyer and Allen propose a conceptualization of organizational commitment divided into three components: affective (emotional attachment), continuance (desire to stay in the organization), and normative (sense of duty to stay in the organization) ( Sezen-Gultekin et al, 2021 ). These factors influence life satisfaction and job performance ( Wayoi et al, 2021 ), job satisfaction, academic performance, and self-efficacy ( Park, 2007 ; Dee et al, 2016 ).…”