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

International Journal of Environmental Research and Public Health

Xiying Li¹  Guanyu Cui²  Meilin Yao²  Xiuping Yao²  Xiaoli Zong²  Yulan Li²  Fangfang Guo³ 

[1] MOE Key Laboratory of Modern Teaching Technology, Shaanxi Normal University, Xi’an 710119, China;School of Psychology, Beijing Normal University, Beijing 100875, China;School-based Mental Health Center, Beijing Information Science and Technology University, Beijing 100192, China;

关键词: school climate;    emotional labor;    surface action;    deep action;    emotional exhaustion;    teacher;   

DOI  :  10.3390/ijerph121012505

来源: DOAJ

【 摘 要 】

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.

【 授权许可】

Unknown