Emotional Labor and Burnout among Teachers: A Systematic Review

Kariou, Anna; Koutsimani, Panagiota; Montgomery, Anthony; Lainidi, Olga

doi:10.3390/ijerph182312760

Cited by 64 publications

(43 citation statements)

References 58 publications

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“…In addition, as human service professionals, teachers have also been found to be prone to burnout [ 23 ]. However, the many studies investigating this topic among teachers have had mixed results [ 24 , 25 ]. More than a real country-related disparity in the situation for teachers, differences in the comparison groups (if any) and in the instruments used to evaluate mental health may underlie such discrepancies.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Health: How General, Mental and Functional Health Indicators Compare to Other Employees? A Large French Population-Based Study

Saïd

Temam

Alexander

et al. 2022

IJERPH

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Teachers’ health is a key factor of any successful education system, but available data are conflicting. To evaluate to what extent teachers’ health could be at risk, we used pre-pandemic data from the CONSTANCES population-based French cohort (inclusion phase: 2012–2019) and compared teachers (n = 12,839) included in the cohort with a random subsample selected among all other employees (n = 32,837) on four self-reported health indicators: perceived general health, depressive symptoms (CES-D scale), functional limitations in the last six months, and persistent neck/back troubles (Nordic questionnaire). We further restricted our comparison group to the State employees (n = 3583), who share more occupational similarities with teachers. Lastly, we focused on teachers and evaluated how their health status might differ across teaching levels (primary, secondary, and higher education). As compared to non-teacher employees, and even after adjusting for important demographic, socioeconomic, lifestyle, and occupational confounders, teachers were less likely to report bad perceived health and depressive symptoms but were more likely to present functional limitations. Trends were similar in the analyses restricted to State employees. Within the teaching population, secondary school teachers were more likely to report depressive symptoms but less frequently declared persistent neck/back troubles than primary school teachers. Our descriptive cross-sectional study based on a probability sampling procedure (secondary use of CONSTANCES inclusion data) did not support the idea that teachers’ health in France was particularly at risk in the pre-pandemic period. Both cross-cultural and longitudinal studies are needed to further gain information on the topic of teachers’ health around the world and to monitor its evolution over time, particularly during crises impacting the education system such as the COVID-19 pandemic.

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Section: Introductionmentioning

confidence: 99%

Teachers’ Health: How General, Mental and Functional Health Indicators Compare to Other Employees? A Large French Population-Based Study

Saïd

Temam

Alexander

et al. 2022

IJERPH

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“…Amid increasing education system reforms in Chinese colleges and universities, the teaching profession is no longer a "secure job" and the pressures from both parents and students can create emotional labor, which can lead to burnout (Kariou et al, 2021). In China, reforms to the personnel system in colleges and universities have brought about changes in faculty evaluation and intensified competition in the talent market of college instructors, which has increased the awareness of faculty members' professional crisis, and made pressures in terms of the demands of both scientific research and teaching makes burnout more likely (Smith and Worsfold, 2014).…”

Section: Discussionmentioning

confidence: 99%

Teacher burnout and turnover intention in higher education: The mediating role of job satisfaction and the moderating role of proactive personality

Zhang

Gamble

2022

Front. Psychol.

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IntroductionTeacher burnout and frequent turnover negatively affect stability and productivity in the context of higher education. Despite the fact that the relationship between burnout and turnover intention has been thoroughly studied, the role of other factors in this relationship should be evaluated in order to better clarify underlying mechanisms, particularly in the context of higher education.MethodsIn this study, we first aim to bridge a research gap by utilizing job satisfaction as a mediating variable for the relationship between burnout and turnover intention. Moreover, we uniquely evaluate the role of proactive personality as a moderating variable, first in terms of the relationship between burnout and job satisfaction, and then for the relationship between job satisfaction and turnover intention. Based on 296 valid questionnaires collected from university faculty members in China, proposed hypotheses were evaluated empirically.ResultsThe results demonstrate that, as expected, burnout has a significant and positive impact on turnover intention, and job satisfaction has significantly negative impact on turnover intention, with job satisfaction partially mediating the relationship between burnout and turnover intention. Moreover, proactive personality moderated the relationship between job satisfaction and turnover intention, with this relationship being stronger for individuals with high proactive personality as compared to low proactive personality.DiscussionThese findings provide a better understanding of the relationship between burnout and turnover intention of university instructors. Theoretical and practical implications, limitations, and recommendations for further research are provided.

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“…This statement indicates that teachers' well-being and social-emotional skills might be the key factors influencing students' social and emotional development and learning. However, the existing studies have focused on primary and middle school teachers' emotional labor and their students' development; very few have focused on the association between early childhood teachers' emotional labor and young children's socialemotional development and learning [2,3]. In addition, Chinese early childhood teachers are usually overloaded but underpaid, which is a disadvantaged working condition for their mental wellbeing and thus needs urgent attention [4].…”

Section: Introductionmentioning

confidence: 99%

“…In addition, Chinese early childhood teachers are usually overloaded but underpaid, which is a disadvantaged working condition for their mental wellbeing and thus needs urgent attention [4]. To fill these research gaps, this study adopted Grandey's integrative model of emotional labor and social learning theory [3,5,6] to explore the relationship between Chinese teachers' emotional labor, teaching efficacy, and children's social-emotional development and learning in early childhood settings. It Sustainability 2022, 14, 2205 2 of 15 will provide empirical evidence of whether the theory of Grandey's integrative model of emotional labor and social learning applies to the early childhood setting.…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Chinese Teachers’ Emotional Labor, Teaching Efficacy, and Young Children’s Social-Emotional Development and Learning

Xie

2022

Sustainability

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The existing literature has established the effects of emotional labor on teachers’ wellbeing indicators and teaching efficacy, leaving its impact on students’ outcomes unexplored. Following Grandey’s integrative model of emotional labor and social-emotional learning (SEL) framework, this study explored the relationship between teachers’ emotional labor, teaching efficacy, and young children’s social-emotional development and learning in early childhood settings. Thirteen preschools were recruited through stratified random sampling in Shenzhen, China. Altogether, 49 classrooms were involved, and three teachers and six children were sampled from each classroom, resulting in a sample of 124 teachers and 241 children. Teachers’ emotional labor strategy, sense of efficacy, and children’s social-emotional development and learning were surveyed. Structural equation modeling has confirmed that teachers’ natural and surface acting predicted their teaching efficacy. Bootstrapped mediation analysis revealed that the mediation paths from teachers’ emotional labor to children’s learning approaches and social-emotional development varied significantly for teachers in different positions. The study implies that different guidelines and training are needed for teachers in different positions to help them cope with varied emotional labor at work and promote their teaching efficacy for young children’s better development.

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Emotional Labor and Burnout among Teachers: A Systematic Review

Cited by 64 publications

References 58 publications

Teachers’ Health: How General, Mental and Functional Health Indicators Compare to Other Employees? A Large French Population-Based Study

Teachers’ Health: How General, Mental and Functional Health Indicators Compare to Other Employees? A Large French Population-Based Study

Teacher burnout and turnover intention in higher education: The mediating role of job satisfaction and the moderating role of proactive personality

The Relationship between Chinese Teachers’ Emotional Labor, Teaching Efficacy, and Young Children’s Social-Emotional Development and Learning

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