Beyond demand–control: Emotional labour and symptoms of burnout in teachers

Näring, Gérard; Briët, Mariette; Brouwers, André

doi:10.1080/02678370601065182

Cited by 249 publications

(211 citation statements)

References 29 publications

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“…It has been shown that strained relationships with students and their parents as well as with supervisors and colleagues may be one of performed on a daily basis by nurses, police officers, retail sales, bank and hotel employees [4][5][6][7][8]. Recent research has also focused on teachers as "emotional laborers" [2,[9][10][11]. It has been stressed that emotional involvement is an integral part of the teaching profession [1,[12][13][14][15][16].…”

Section: Introductionmentioning

confidence: 99%

Can empathy lead to emotional exhaustion in teachers? The mediating role of emotional labor

Wróbel¹

2013

International Journal of Occupational Medicine and Environmental Health

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Objectives: The present study was designed to examine the links between empathy, emotional labor (both surface and deep acting), and emotional exhaustion as well as determine if emotional labor mediates the relationship between empathy and emotional exhaustion in teachers. It was assumed that emotional labor can take two opposite directions (positive mood induction and negative mood induction). Thus, the additional aim of the study was to analyze the mediating role of mood regulation strategies in the relationship between empathy and emotional exhaustion. Materials and Methods: A sample of 168 teachers from Łódź and its surroundings completed a set of questionnaires: Emotional Labor Scale; Mood Regulation Scales, Maslach Burnout Inventory, and Empathic Sensitivity Scale. Results: The results provided mixed support for the hypotheses indicating that both types of emotional labor, negative mood induction and emotional exhaustion were positively intercorrelated. Moreover, deep acting was a significant mediator in the relationship between empathy and emotional exhaustion. The analyzed link was also mediated by negative mood induction, whereas positive mood induction did not emerge as a significant mediator. Conclusions: The study provided insight into the role of empathy and emotional labor in the development of teacher burnout. It also confirmed that deep acting and negative mood induction mediate the relationship between empathy and emotional exhaustion in teachers.

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Section: Introductionmentioning

confidence: 99%

Can empathy lead to emotional exhaustion in teachers? The mediating role of emotional labor

Wróbel¹

2013

International Journal of Occupational Medicine and Environmental Health

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“…Zira yapılan pek çok araştırmada duygusal emeğin iş stresini artırdığı, çalışanların öz saygısını azalttığı ya da tükenmişlik yarattığı sonucu ortaya konulmuştur (Hochschild, 1983;Pugliesi, 1999;Wharton, 1993). Yüzeysel rol yapmanın özellikle tükenmişlikle pozitif yönde ilişkili olduğu yapılan araştırmalarla kanıtlanmaktadır (Brotheridge ve Grandey, 2002;Brotheridge ve Lee, 2002;Grandey, 2003;Grandey, Foo, Groth ve Goodwin, 2012;Kim, 2008;Pisaniello, Winefield, ve Delfabbro, 2012;Kruml ve Geddes, 2000;Näring, Briët, ve Brouwers, 2006;Oral ve Köse, 2011). Bu sebeple duygusal bir varlık olan ve duygularından ayrı düşünülemeyen bireyin her zaman beklentiler yönünde davranmasının mümkün olamayacağını söylemek yanlış olmayacaktır.…”

Section: Tartişma Sonuç Ve öNeri̇lerunclassified

Öğretmenleri̇n Eği̇ti̇me İnanma Düzeyleri̇ Ve Duygusal Emek Davranişlari Arasindaki̇ İli̇şki̇

Ergün¹

2017

jisr

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ÖzDuygusal emek, bireyin duygularını mesleğinin gerektirdiği kurallara göre yönetmesi olarak tanımlanabilir. Bireylerin zaman zaman ifadelerin dışa vurumu esnasında duygularını abartması, bastırması, ya da taklit etmesi gerekebilmektedir. Her meslekte az çok olduğu gibi öğretmenlik mesleği de duygularla iç içedir ve bazen öğretmenlerin de işleri gereği sınıf ortamında duygularını kısıtlaması, değiştirmesi ya da gizlemesi gerekir. Duygusal emek davranışı, belirli bir çaba gerektirmektedir ve bu davranışın gösterilmesinin öğretmenin mesleğine ve içinde yer aldığı eğitim sistemine ne kadar inandığı ile alakalı olacağı düşünülmektedir. Bu sebeple bu araştırmanın amacı öğretmenlerin eğitime inanma düzeylerini ve duygusal emek davranışı düzeylerini ortaya koymak ve bunlar arasındaki ilişkiyi incelemektir. Araştırma ilişkisel tarama modelinde desenlenmiştir. Araştırmanın çalışma grubunu, 2015-2016 öğretim yılı süresince farklı okul düzeylerinde çalışmakta olan 311 öğretmen oluşturmaktadır. Araştırmada veri toplama aracı olarak "Duygusal Emek Ölçeği" ve "Öğretmenlerin Eğitime İnanma Düzeyi Ölçeği" kullanılmıştır. Verilerin analizinde ortalama, standart sapma ve korelasyon analizi kullanılmıştır. Araştırmada elde edilen sonuçlara göre öğretmenlerin eğitime inançları "çok az" düzeyinde iken duygusal emek davranışları "bazen" düzeyindedir. Öğretmenlerin eğitime inanma düzeyleri ile duygusal emek davranışları arasında düşük düzeyde pozitif yönde ve anlamlı bir ilişki vardır.Anahtar sözcükler: Duygusal Emek, Eğitime İnanma Düzeyi, Öğretmen. AbstractEmotional labor can be described as managing feelings in accordance with professional rules. People sometimes need to enhance, suppress or fake their emotions to modify their emotional expression. As in every profession, teaching is also intertwined with the feelings. Sometimes teachers need to restrict, change or hide their feelings in classroom as a part of their job. Since the emotional labor requires a specific effort, it is thought that the teachers' emotional labor behaviour might be related with teachers' beliefs on their occupation and education system. For this reason the aim of this study was to explore the teachers' levels of believe in education and their emotional labour behaviour level. This study also focused on the relationship between these variables. In the study, a survey method in a quantitative research approach was adopted. The population of the study consisted of 311 teachers employed in various school levels during the 2015-2016 academic term. Throughout the study, two different scales; namely, "Emotional Lobor Scale", "Teachers' Levels of Believe in Education Scale (TLBES)" were used to gather data. To analyze data means and standart deviation and correlation analysis were used. The findings of the study revealed that teachers' levels of believe in education are at "slightly agree" level, their emotional labor behavour is at "sometimes" level and there is a low, positive and statistically significant relationship between teachers' levels of believe in educ...

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“…Many empirically studies provide support for this proposition. For example, the survey studies conducted by Hu¨lsheger, et al (2010), Iltaf and Gulzar(2013), and Na¨ring, Brie¨t and Brouwers(2006) show that emotional labor may cause teacher stress and burnout, a sense of depersonalization, and turnover. In addition, the ethnographic studies of Zembylas(2004aZembylas( , 2004bZembylas( , 2005 resulted in similar findings.…”

Section: Journal Of Sociological Researchmentioning

confidence: 99%

Sociological Research on Teachers’ Emotions: Four Approaches and the Shared Themes

Tsang

2016

JSR

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During the mid-1990s, teachers' emotions emerged as an area of research in the sociology of education because many teachers all over the world were reported to be unhappy, dissatisfied, stressed, frustrated, and even alienated. This implies that teachers' emotions, especially negative ones, go beyond individual factors and have become a social issue. Therefore, researchers use sociological perspectives and theories to deepen our understanding of the phenomenon. In order to advance our understanding of the social construction mechanism of teachers' emotions, this article reviews four sociological approaches of teachers' emotions: labor process of teaching in the context of education reforms, emotion management in teaching, social interaction in school settings, and teacher identity.

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Beyond demand–control: Emotional labour and symptoms of burnout in teachers

Cited by 249 publications

References 29 publications

Can empathy lead to emotional exhaustion in teachers? The mediating role of emotional labor

Can empathy lead to emotional exhaustion in teachers? The mediating role of emotional labor

Öğretmenleri̇n Eği̇ti̇me İnanma Düzeyleri̇ Ve Duygusal Emek Davranişlari Arasindaki̇ İli̇şki̇

Sociological Research on Teachers’ Emotions: Four Approaches and the Shared Themes

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