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Article: The Relationships between Teachers’ Emotional Labor and Their Burnout and Satisfaction: A Meta-Analytic Review

TitleThe Relationships between Teachers’ Emotional Labor and Their Burnout and Satisfaction: A Meta-Analytic Review
Authors
KeywordsBurnout
Emotional labor
Meta-analysis
Satisfaction
Teacher
Issue Date2019
PublisherElsevier BV. The Journal's web site is located at http://www.elsevier.com/wps/find/journaldescription.cws_home/706817/description#description
Citation
Educational Research Review, 2019, v. 28, p. article no. 100283 How to Cite?
AbstractTeaching is an emotional endeavor. Unlike mass service employees, teachers enjoy considerable autonomy in their teaching and maintain relatively stable relationships with students, parents, and colleagues. This study is a meta-analytic review of the associations between teachers' emotional labor strategies (i.e., surface acting, deep acting, and the expression of naturally felt emotions) and other relevant constructs. The meta-analysis is based on 85 empirical articles and 86 independent samples, with the experiences of 33,248 teachers represented in the articles reviewed. The meta-correlations are generally in the expected direction. Surface acting is positively related to the individual and interpersonal components of burnout and negatively related to teaching satisfaction. Deep acting is not significantly related to the individual or interpersonal components of burnout, but positively related to teaching satisfaction and the efficacy component of burnout. The expression of naturally felt emotions is negatively related to teachers’ burnout and reduced teaching satisfaction. The moderation analysis of relevant correlates also provides some insights about the research development. © 2019 Elsevier Ltd
Persistent Identifierhttp://hdl.handle.net/10722/275169
ISSN
2020 Impact Factor: 7.803
2015 SCImago Journal Rankings: 2.532
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorYin, H-
dc.contributor.authorHuang, S-
dc.contributor.authorChen, G-
dc.date.accessioned2019-09-10T02:36:58Z-
dc.date.available2019-09-10T02:36:58Z-
dc.date.issued2019-
dc.identifier.citationEducational Research Review, 2019, v. 28, p. article no. 100283-
dc.identifier.issn1747-938X-
dc.identifier.urihttp://hdl.handle.net/10722/275169-
dc.description.abstractTeaching is an emotional endeavor. Unlike mass service employees, teachers enjoy considerable autonomy in their teaching and maintain relatively stable relationships with students, parents, and colleagues. This study is a meta-analytic review of the associations between teachers' emotional labor strategies (i.e., surface acting, deep acting, and the expression of naturally felt emotions) and other relevant constructs. The meta-analysis is based on 85 empirical articles and 86 independent samples, with the experiences of 33,248 teachers represented in the articles reviewed. The meta-correlations are generally in the expected direction. Surface acting is positively related to the individual and interpersonal components of burnout and negatively related to teaching satisfaction. Deep acting is not significantly related to the individual or interpersonal components of burnout, but positively related to teaching satisfaction and the efficacy component of burnout. The expression of naturally felt emotions is negatively related to teachers’ burnout and reduced teaching satisfaction. The moderation analysis of relevant correlates also provides some insights about the research development. © 2019 Elsevier Ltd-
dc.languageeng-
dc.publisherElsevier BV. The Journal's web site is located at http://www.elsevier.com/wps/find/journaldescription.cws_home/706817/description#description-
dc.relation.ispartofEducational Research Review-
dc.subjectBurnout-
dc.subjectEmotional labor-
dc.subjectMeta-analysis-
dc.subjectSatisfaction-
dc.subjectTeacher-
dc.titleThe Relationships between Teachers’ Emotional Labor and Their Burnout and Satisfaction: A Meta-Analytic Review-
dc.typeArticle-
dc.identifier.emailChen, G: gwchen@hku.hk-
dc.identifier.authorityChen, G=rp01874-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.edurev.2019.100283-
dc.identifier.scopuseid_2-s2.0-85068650630-
dc.identifier.hkuros304505-
dc.identifier.volume28-
dc.identifier.spagearticle no. 100283-
dc.identifier.epagearticle no. 100283-
dc.identifier.isiWOS:000501656900004-
dc.publisher.placeNetherlands-
dc.identifier.issnl1747-938X-

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