Emotional labour, burnout and job satisfaction in UK teachers: the role of workplace social support

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Teachers’ Emotional Competence and Social Support: Assessing the Mediating Role of Teacher Burnout (2017, background): “According to Kinman, Wray, and Strange (2011), burnout syndrome is closely related to emotional labour, which implies a lack of emotional competence, the very competence individuals with burnout need to overcome their condition of suffering.”
Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019 (2020, neutral): “More articles were concerned with the impact of teachers’ emotional capacity (e.g. emotional intelligence and emotional labour) on their burnout (e.g. Kinman et al., 2011).”
Emotional demands, emotional labour and occupational outcomes in school principals (2017, background): “Positive associations between SA and poor outcomes such as burnout and declining job satisfaction, psychological and physical health are well established (Brotheridge and Grandey, 2002; Kinman et al., 2011a; Pugliesi, 1999; Totterdell and Holman, 2003).”
Adaptation and validation of the teacher emotional labour strategy scale in China (2012, background): “For example, in the studies conducted by Pugliesi (1999) and Kinman et al. (2011) in which the researchers mainly focused on the effect of surfacing acting – the dissonance between actual feelings and suppressed expressions, both studies found that emotional labour is negatively associated with job…”