The Relationship between Teachers' Perceptions of Emotional Labor and Teacher Burnout and Teachers' Educational Level

Autor/inn/en	Zaretsky, Racheli; Katz, Yaacov J.
Titel	The Relationship between Teachers' Perceptions of Emotional Labor and Teacher Burnout and Teachers' Educational Level
Quelle	In: Athens Journal of Education, 6 (2019) 2, S.127-144 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2407-9898
Schlagwörter	Foreign Countries; Teacher Burnout; Teacher Attitudes; Correlation; Emotional Response; Females; Women Faculty; Coping; Educational Attainment; Stress Management; Stress Variables; Elementary School Teachers; Secondary School Teachers; Israel + Suchen Sie Ihr Suchwort? Ausland; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Lehrerverhalten; Korrelation; Emotionales Verhalten; Weibliches Geschlecht; Frauenakademie; Weibliche Gelehrte; Bewältigung; Bildungsabschluss; Bildungsgut; Stressmanagement; Stressbewältigung; Elementary school; Grundschule; Volksschule; Lehrende
Abstract	The purpose of this research was to examine the relationship between teachers' perceptions of emotional labor, teacher burnout and teachers' educational levels. The research sample consisted of 170 female Haredi (religiously ultra-orthodox and observant) teachers working in schools throughout Israel. The data were collected using the Emotional Labor of Teaching Scale (TELTS) and Teacher Burnout Questionnaire, and a demographic questionnaire formulated for the present study. The data collected in the study were processed using SPSS software. The two research hypotheses, namely a) teachers characterized by lower levels of burnout will use the natural acting technique associated with emotional labor whereas teachers typified by higher level of burnout will utilize the surface acting or deep acting emotional labor techniques; and b) teachers with higher levels of education will tend to use the natural acting technique associated with emotional labor in contrast to teachers with lower levels of education who will tend to utilize the surface acting or deep acting emotional labor techniques, were analyzed by ANOVA and MANOVA procedures. The main findings indicated that both teachers' burnout levels and teachers' levels of education differentially affected the use of the specific emotional labor techniques (surface, deep or natural acting). The conclusion of this study is that various variables can influence teachers' use of techniques associated with emotional labor. Changes in such variables, such as teachers' level of burnout and level of education, may improve management of emotions in teaching and improve their well-being. (As Provided).
Anmerkungen	Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01