The Relationship between Teachers' Perceptions of Emotional Labor and Teacher Burnout and Teachers' Educational Level

R, Zaretsky; Katz, Yaacov J.

doi:10.30958/aje.6-2-3

Cited by 12 publications

(13 citation statements)

References 36 publications

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“…Nevertheless, whether burnout is the result of emotional labor or burned-out employees start to employ surface acting responses as they lack the resources to apply more genuine and empathetic strategies (i.e., deep and natural acting) is not yet well understood. Few studies have examined burnout as the cause of emotional labor [ 8 , 15 , 36 ], and those that did have shown that burnout leads to greater surface acting strategies and emotional labor. This association is consistent among the studies, suggesting that when emotional exhaustion and fatigue rises, surface acting rises too [ 16 , 33 , 50 , 52 ].…”

Section: Discussionmentioning

confidence: 99%

“…Concerning the studies that examined burnout as a predictor of emotional labor, they indicate that greater exhaustion scores predict emotional labor [ 8 ]. Correspondingly, further studies also show that higher burnout levels are related to higher surface acting while lower burnout levels are related to NFE; no associations were observed between burnout and deep acting [ 15 , 36 ].…”

Section: Summary Of Studiesmentioning

confidence: 99%

“…For example, they need to manage their own anger in the classroom, show sympathy for awkward situations, show care for the progress of their students, continuously encourage them and their parents, and collaborate with their colleagues. Finally, problematic behaviors are more frequent in schools compared with other work environments [ 15 ].…”

Section: Introductionmentioning

confidence: 99%

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Emotional Labor and Burnout among Teachers: A Systematic Review

Kariou

Koutsimani

Montgomery

et al. 2021

IJERPH

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A significant amount of emotional labor takes place during teaching. Teaching is a multitasking profession that consists of both cognitive and emotional components, with teachers engaging in emotional labor on a daily basis as an instrumental part of achieving teaching goals and positive learning outcomes. The purpose of the present review was to explore the relationship between emotional labor and burnout in school settings. The review focused specifically on teachers from elementary and high schools, between January 2006 and August 2021, and 21 studies fit the inclusion criteria. Overall, the review of the literature supports the significant associations between burnout and emotional labor with the majority of results pointing to the consistent relationship between surface acting and burnout. However, the results regarding the association of deep acting and naturally felt emotions with burnout were mixed. There is considerable scope for improvement in our study of emotional labor in terms of the study designs we employ, the variables we study and our appreciation of the historical and cultural factors that moderate and mediate the relationship between emotional labor and burnout.

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Section: Discussionmentioning

confidence: 99%

Section: Summary Of Studiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Emotional Labor and Burnout among Teachers: A Systematic Review

Kariou

Koutsimani

Montgomery

et al. 2021

IJERPH

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“…Emotional labor is centrally located in teaching performance (Yin, 2015). The emotional labor of teachers stems from the nature of the work they perform and plays an important role in increasing the performance of teachers (Zaretsky and Katz, 2019). Teaching satisfaction is remarkably related to emotional labor of teachers (Huang, Yin and Han, 2019).…”

Section: The Effect Of Accountability On Occupational Awareness With the Mediating Roles Of Contribution To Organization Emotional Labor mentioning

confidence: 99%

Teacher Accountability for Teacher Occupational Professionalism: The Effect of Accountability on Occupational Awareness with the Mediating Roles of Contribution to Organization, Emotional Labor and Personal Development

Küçükbere¹,

Balkar

2021

ERIES Journal

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Accountability enables teachers to exhibit professional behaviors in school processes. However, the contribution of accountability to teacher occupational professionalism depends on the effective structuring of accountability mechanisms. It is necessary to examine how the connection between teacher occupational professionalism and accountability can be effectively established in line with different conceptual models. Therefore, this study investigated the relationship between teacher accountability and occupational professionalism by analyzing a proposed conceptual model of accountability and occupational professionalism dimensions. The first step for effective accountability mechanisms is to raise occupational awareness. Therefore, the effect of teacher accountability on teacher occupational awareness, which is one of the components of occupational professionalism, was examined with the mediating roles of contribution to organization, emotional labor and personal development dimensions of occupational professionalism. Employing correlational research design, the study sample included 576 middle school teachers from Gaziantep province in the southeast of Turkey. The study revealed that contribution to organization and emotional labor play a partially mediating role in the relationship between accountability and occupational awareness. However, teacher personal development has no mediating role. The results present a framework to develop teacher personal accountability supporting teacher occupational professionalism.

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“…Educators are expected to have an ability to place their emotional, physical, and mental aspects within sets of compartments inside their heads and deals with their afflictions in the right time and place, gaining perspective on how their problems should be dealt with later on (Rozuel, 2009). After all, teachers are confronted with an emotional scene in the classroom (Zaretsky & Katz, 2019) because they are dealing with students having diverse personalities and behavior.…”

Section: Introductionmentioning

confidence: 99%

Filipino Teachers' Compartmentalization Ability, Emotional Intelligence, and Teaching Performance

Golbin

Velos

et al. 2020

AJUE

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Teachers, as individuals outside the classroom, deals with their problems yet are still expected to display desirable dispositions during student interaction. Thus, the strategy for regulating thoughts and emotions is vital for effective teaching. This study aims to measure Filipino teachers' problem compartmentalization ability, their level of emotional intelligence, and teaching performance, mainly when they experienced personal issues. It also seeks to determine the relationship among variables. Validated researcher-made and adopted instruments were administered to the 140 teachers from different public schools in the Cebu province, Philippines. The tools were subjected to validity and reliability tests. The gathered data were analyzed using the weighted mean and Spearman rho coefficient. Findings revealed that Filipino teachers have a high ability to compartmentalize their problems. Also, they have a high level of perceiving, understanding, managing, and using their emotions. They also display positive disposition when they are in the classroom showing their good performance despite their personal issues. Statistically, Filipino teachers' emotional intelligence and their problem compartmentalization ability were positively and significantly correlated to their teaching performance. Hence these approaches may be included by the school leaders in teachers' training for the improvement of their well-being.

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The Relationship between Teachers' Perceptions of Emotional Labor and Teacher Burnout and Teachers' Educational Level

Cited by 12 publications

References 36 publications

Emotional Labor and Burnout among Teachers: A Systematic Review

Emotional Labor and Burnout among Teachers: A Systematic Review

Teacher Accountability for Teacher Occupational Professionalism: The Effect of Accountability on Occupational Awareness with the Mediating Roles of Contribution to Organization, Emotional Labor and Personal Development

Filipino Teachers' Compartmentalization Ability, Emotional Intelligence, and Teaching Performance

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