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Kindergarten Teachers' Emotional Labor and Occupational Well-Being: How Do Different Interpersonal Relationships Matter?

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Bibliographic Details
Title: Kindergarten Teachers' Emotional Labor and Occupational Well-Being: How Do Different Interpersonal Relationships Matter?
Language: English
Authors: Xin Zheng, Ying Luo, Jiaxin Tang
Source: Early Education and Development. 2024 35(8):1862-1876.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Preschool Teachers, Kindergarten, Emotional Response, Well Being, Teaching Conditions, Interpersonal Relationship, Trust (Psychology), Job Satisfaction, Foreign Countries, Peer Relationship, Teacher Student Relationship, Parent Teacher Cooperation, Teacher Behavior, Teacher Burnout
Geographic Terms: China
DOI: 10.1080/10409289.2024.2360871
ISSN: 1040-9289
1556-6935
Abstract: Teaching is an emotionally demanding profession, and teachers' ability to manage their emotions appears to be linked to their occupational well-being. Kindergarten teachers experience intense and frequent emotional interactions in their daily work; however, studies on kindergarten teachers' emotional labor are still rare. Because social relationships are essential for understanding emotional labor, the current study explored how three types of social relationships influenced teachers' emotional labor strategies and their occupational well-being. Research Findings: Through an investigation of 1,342 kindergarten teachers in China, the results showed that teacher-child relationship, trust in colleagues and trust in parents had different impacts on teachers' emotional labor and dimensions of occupational well-being (job satisfaction and emotional exhaustion). Surface acting and the natural expression of felt emotions had opposite influences on teachers' occupational well-being, and they both played mediating roles between social relationships and occupational well-being factors. Practice or Policy: The study highlighted the importance of teachers' different interpersonal relationships, surface acting and the expression of naturally felt emotion in kindergarten contexts.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1446700
Database: ERIC
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Abstract:Teaching is an emotionally demanding profession, and teachers' ability to manage their emotions appears to be linked to their occupational well-being. Kindergarten teachers experience intense and frequent emotional interactions in their daily work; however, studies on kindergarten teachers' emotional labor are still rare. Because social relationships are essential for understanding emotional labor, the current study explored how three types of social relationships influenced teachers' emotional labor strategies and their occupational well-being. Research Findings: Through an investigation of 1,342 kindergarten teachers in China, the results showed that teacher-child relationship, trust in colleagues and trust in parents had different impacts on teachers' emotional labor and dimensions of occupational well-being (job satisfaction and emotional exhaustion). Surface acting and the natural expression of felt emotions had opposite influences on teachers' occupational well-being, and they both played mediating roles between social relationships and occupational well-being factors. Practice or Policy: The study highlighted the importance of teachers' different interpersonal relationships, surface acting and the expression of naturally felt emotion in kindergarten contexts.
ISSN:1040-9289
1556-6935
DOI:10.1080/10409289.2024.2360871