Emotional labor and burnout among Turkish primary school teachers

Akin, Uğur; Aydın, İnayet; Erdoğan, Çetin; Demirkasımoğlu, Nihan

doi:10.1007/s13384-013-0138-4

Cited by 65 publications

(60 citation statements)

References 33 publications

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“…This includes the need to display emotions as an important feedback to reach educational goals and to establish or maintain a positive climate in the class, as well as the need not to display other emotions that do not fit with learning goals and maintenance of the class climate14, 15 ) . Teachers, therefore, often have to show emotions that do not fit their felt emotions, and this results in emotional dissonance 16 ) .…”

Section: Introductionmentioning

confidence: 99%

Teacher’s sleep quality: linked to social job characteristics?

et al. 2018

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Besides dealing with high workload, being a teacher is challenging with respect to the social context. There is increasing evidence that adverse social job characteristics challenge sleep quality. The current study tests whether restraint sleep quality (defined as worse sleep quality before than during vacation) is related to time-related job stressors, job resources, and social job characteristics. Forty-eight elementary school teachers (42% women) participated both during the last week before and the first week after vacation. Before vacation, teachers were asked for demographics and working conditions with reference to the last 30 d, and sleep quality with reference to the last 7 d. After vacation sleep quality during vacation was assessed and used as reference for working time sleep quality. Results showed mean levels of sleep quality increased during vacation. In teachers with restrained working time sleep quality (38%), experiences of failure at work, social exclusion, and emotional dissonance were more frequent than in teachers with unrestrained working time sleep quality (Ps<0.05). Groups did not differ in time-related stressors, time control and social support from supervisors. Emotion work, social exclusion and individual experience of failure seem to challenge sleep quality in teachers.

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Section: Introductionmentioning

confidence: 99%

Teacher’s sleep quality: linked to social job characteristics?

et al. 2018

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“…However, the relationship between deep acting and emotional exhaustion seems less clear across cultures. Deep acting is not related to burnout among Chinese primary and junior high school teachers [ 13 ], but it is negatively related to emotional exhaustion among Turkish primary school teachers [ 14 ]. Additionally, research has revealed that deep acting is negatively related to emotional exhaustion among Chinese kindergarten teachers [ 15 ], but the same result was not observed among Chinese primary and secondary school teachers [ 13 ].…”

Section: Introductionmentioning

confidence: 99%

How School Climate Influences Teachers’ Emotional Exhaustion: The Mediating Role of Emotional Labor

Xiu-ping

Yao

Zong

et al. 2015

IJERPH

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Currently, in China, improving the quality of teachers’ emotional labor has become an urgent need for most pre-kindergarten through 12th grade (p–12) schools because the new curriculum reform highlights the role of emotion in teaching. A total of 703 primary and high school teachers in Mainland China were investigated regarding their perceptions of school climate, emotional labor strategy and emotional exhaustion via questionnaires. The findings revealed that the teachers’ perceptions of the school climate negatively affected surface acting but positively affected deep acting. Surface acting positively predicted emotional exhaustion, and deep acting had no significant effect on emotional exhaustion. Moreover, emotional labor mediated the relationship between the teachers’ perceptions of the school climate and emotional exhaustion. Programs aimed at improving the school climate and the teachers’ use of appropriate emotional labor strategies should be implemented in schools in Mainland China.

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“…In the field of educational research, emotions have often been related to the conditions of teachers' work and professional well-being (Akın, Aydın, Erdoğan, & Demirkasımoğlu, 2013;Bracket et al, 2010;Chang, 2009;Näring, Vlerick, & Van de Ven, 2011), various aspects of classroom life (Claessens et al, 2017;Daley et al, 2005;Maria et al, 2003;Roorda, Koomen, Spilt & Oort, 2011;Yan, Evans & Harvey, 2011), and such educational changes as reforms (Hargreaves, 2005;Schmidt & Datnow, 2005;van Veen & Lasky, 2005;Zembylas, 2005). This line of research brought us to examine the relationships among teacher emotions, education, and learning because a reform is always a request for a change in teaching practices and for teachers to learn new things (Shoffner, 2008;Yoo & Carter, 2017).…”

Section: Emotions In Teaching and Teacher Educationmentioning

confidence: 99%