Emotion work and emotional exhaustion in teachers: the job and individual perspective

By G. Näring, Peter Vlerick, B. Van de Ven. 2012

167 citations recorded by the source corpus.

Teaching requires much emotion work which takes its toll on teachers. Emotion work is usually studied from one of two perspectives, a job or an individual perspective. In this study, we assessed the relative importance of these two perspectives in predicting emotional exhaustion. More than 200 teachers completed a questionnaire comprising the DISQ (Demand‐Induced Strain Compensation Questionnaire), the Dutch Questionnaire on Emotional Labour (D‐QEL), and the UBOS (Utrechtse Burnout Schaal [Utrecht Burnout Scale]). In line with previous studies, our findings indicated that emotional exhaustion is positively associated with emotional job demands and surface acting. The relative importance of the two operationalisations of emotion work was assessed by comparing the results of two regression analyses. Whereas the model with job demands explained 18% of the variance, the model with emotional labour explained only 5%. In understanding what might contribute to emotional exhaustion in teachers, the emotional job demands might be much more important than the self‐regulation perspective that is measured with emotional labour.

Subfields: Organizational Behavior and Human Resource Management, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/a213835860c3caa1879816a38cca1ab2bf490d3b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Organizational Behavior and Human Resource Management

1. Linda Marie Tuxford
2. A. Maxwell
3. P. Riley
4. Graham Bradley

In Sociology and Political Science

1. Linda Marie Tuxford
2. A. Maxwell
3. P. Riley
4. Graham Bradley

Citations in the corpus

• Emotional demands, emotional labour and occupational outcomes in school principals (2017, background): “, 2010) and teachers (Näring et al., 2012), while the use of SA predicted increases in psychological strain after two months in trainee teachers (Hülsheger et al.”
• Emotional job demands and emotional exhaustion in teachers (2015, background): “…compares with a finding of 4% of unique variance in a study of nurses by Naring and van Droffelaar (2007) that controlled for job demands, job control and job support, and a finding of 18% of unique variance in the study of teachers by Naring et al. (2012) that controlled for just age and gender.”