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

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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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  Value: <anid>AN0180555170;h4j01nov.24;2024Nov01.06:03;v2.2.500</anid> <title id="AN0180555170-1">Kindergarten Teachers' Emotional Labor and Occupational Well-Being: How Do Different Interpersonal Relationships Matter? </title> <sbt id="AN0180555170-2">Introduction</sbt> <p>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.</p> <p>Teaching is an emotionally demanding profession, and teachers' engagement in emotional work and the ability to manage their emotions appear to be linked to their well-being (Hargreaves, [<reflink idref="bib12" id="ref1">12</reflink>]; Uitto et al., [<reflink idref="bib34" id="ref2">34</reflink>]). Research on emotion management and displays is found in two research traditions, namely, emotional labor (EL) (Hochschild, [<reflink idref="bib15" id="ref3">15</reflink>]) and emotion regulation (ER) (A. Grandey, [<reflink idref="bib9" id="ref4">9</reflink>]). The past decades have witnessed an increasing number of studies on emotional labor in the field of education (Uitto, et al., [<reflink idref="bib34" id="ref5">34</reflink>]; H. Wang et al., [<reflink idref="bib35" id="ref6">35</reflink>]). Teachers' EL has been widely explored, as they are found to correlate with a wide range of organizational outcomes and factors related to personal well-being, such as performance, organizational attachment, satisfaction and exhaustion (Hülsheger & Schewe, [<reflink idref="bib18" id="ref7">18</reflink>]; Humphrey, [<reflink idref="bib19" id="ref8">19</reflink>]; H. Wang et al., [<reflink idref="bib35" id="ref9">35</reflink>]). However, a majority of studies have focused on primary or secondary school teachers (Uitto et al., [<reflink idref="bib34" id="ref10">34</reflink>]; Yin, Huang, et al., [<reflink idref="bib40" id="ref11">40</reflink>]), and only a few empirical studies have addressed kindergarten teachers' emotional labor or emotion regulation (Brown et al., [<reflink idref="bib2" id="ref12">2</reflink>]; Zhang et al., [<reflink idref="bib45" id="ref13">45</reflink>]); even kindergarten teachers were categorized as a "high emotional labour" professional group in early studies (Hochschild, [<reflink idref="bib15" id="ref14">15</reflink>]).</p> <p>Kindergarten teachers may experience more intense and frequent emotional interactions than other types of teachers (Osgood, [<reflink idref="bib26" id="ref15">26</reflink>]; Zhang et al., [<reflink idref="bib45" id="ref16">45</reflink>]). First, they spend much time interacting and playing with children (Denham et al., [<reflink idref="bib7" id="ref17">7</reflink>]; Li & Li, [<reflink idref="bib23" id="ref18">23</reflink>]), and early children develop strong emotional attachments to their teachers (H. Yin et al., [<reflink idref="bib41" id="ref19">41</reflink>]). Second, kindergarten teachers are required to facilitate children's socioemotional learning (Denham et al., [<reflink idref="bib7" id="ref20">7</reflink>]; Hamre, [<reflink idref="bib11" id="ref21">11</reflink>]), and they are expected to improve their emotional ability, teach children about emotions, and react appropriately to children to promote children's emotional competence (Denham et al., [<reflink idref="bib7" id="ref22">7</reflink>]; Zinsser et al., [<reflink idref="bib49" id="ref23">49</reflink>]). Third, to keep young children emotionally and physically safe, they should provide instructions to meet learning outcomes and communicate effectively with families and coworkers (Osgood, [<reflink idref="bib26" id="ref24">26</reflink>]; Whitaker et al., [<reflink idref="bib37" id="ref25">37</reflink>]). Thus, some qualitative studies have described preschool teachers' work as having a long duration of emotional labor, diversity in emotional interactions and a high intensity of emotional labor (Hong & Zhang, [<reflink idref="bib16" id="ref26">16</reflink>]; Zhang et al., [<reflink idref="bib45" id="ref27">45</reflink>]).</p> <p>Emotions are most often, and most potently, elicited in social contexts, and social contexts influence emotion regulation or emotional labor strategies (A. Grandey, [<reflink idref="bib9" id="ref28">9</reflink>]). Interactions and adaptation to social relationships are essential to understanding EL (A. Grandey, [<reflink idref="bib9" id="ref29">9</reflink>]; Hargreaves, [<reflink idref="bib12" id="ref30">12</reflink>]). Emotional labor comes from the need to maintain and continue desirable social interactions (A. Grandey, [<reflink idref="bib9" id="ref31">9</reflink>]; Hochschild, [<reflink idref="bib15" id="ref32">15</reflink>]). There are increasing studies focusing the impact of social factors on teachers' emotional labor, such as social support and social relationships (A. Grandey, [<reflink idref="bib9" id="ref33">9</reflink>]; Spilt et al., [<reflink idref="bib31" id="ref34">31</reflink>]; H. Wang et al., [<reflink idref="bib35" id="ref35">35</reflink>]). Among these social relationships, teacher-child relationship has attracted much attention across different learning stages (Aldrup et al., [<reflink idref="bib1" id="ref36">1</reflink>]; Jennings & Greenberg, [<reflink idref="bib20" id="ref37">20</reflink>]; Spilt et al., [<reflink idref="bib31" id="ref38">31</reflink>]). In fact, teachers experience different social interactions in practice, especially in kindergartens where teachers spend much time communicating with colleagues and children's parents (Brown et al., [<reflink idref="bib2" id="ref39">2</reflink>]; Osgood, [<reflink idref="bib26" id="ref40">26</reflink>]; Whitaker et al., [<reflink idref="bib37" id="ref41">37</reflink>]). Some qualitative studies have explored kindergarten teachers' complex interactions with parents, children and colleagues and their relations with emotional labor (Brown et al., [<reflink idref="bib2" id="ref42">2</reflink>]; Zhang et al., [<reflink idref="bib45" id="ref43">45</reflink>]). More studies are needed to explore the complex relationships among the antecedents and consequences of kindergarten teachers' emotional labor. Concerning that Chinese society emphasizes much on maintaining social relationships across different organizations, teachers' relationships with different actors can not only influence their emotions at work, they can also influence their work-related well-being. Thus, based on a quantitative investigation, the current study explored three types of relationships, namely, teachers' relationships with colleagues, children and their parents and their influences on emotional labor and occupational well-being (OWB) in a Chinese context.</p> <hd id="AN0180555170-3">Literature Review</hd> <p></p> <hd id="AN0180555170-4">Emotional Labour in Kindergarten Contexts</hd> <p>EL was first proposed by organizational sociologist Hochschild ([<reflink idref="bib15" id="ref44">15</reflink>], p. 7), who defines emotional labor as "the management of feeling to create a publicly observable facial and bodily display." According to A. Grandey ([<reflink idref="bib9" id="ref45">9</reflink>]), emotional labor is an intrapsychic process of effortfully managing one's emotions when interacting with others. In terms of the strategies adopted for the management of emotions, emotional labor is classified into two dimensions: surface acting and deep acting. Surface acting refers to the strategy by which teachers modify their emotional expressions to comply with organizational rules, while deep acting is the process by which one uses cognitive techniques and changes feelings to display the required emotional expression. Kindergarten teachers often suppress and control their true feelings, and instead express their external emotions in a disguised way, which is typical surface acting (Hong & Zhang, [<reflink idref="bib16" id="ref46">16</reflink>]; Zhang et al., [<reflink idref="bib45" id="ref47">45</reflink>]). As for deep acting, one teacher said, "when the children was much naughty, I was very angry but I told myself that he was just only a child" (Hong & Zhang, [<reflink idref="bib16" id="ref48">16</reflink>], p. 485).</p> <p>In addition to the two emotional labor strategies, a third strategy was identified as the expression of naturally felt emotion, or genuine expression (Diefendorff et al., [<reflink idref="bib8" id="ref49">8</reflink>]), which emphasized authentic displays as another way to perform emotional labor. Evidence has supported that authentic expression is a distinct dimension from deep and surface acting with unique effects on performance (Diefendorff et al., [<reflink idref="bib8" id="ref50">8</reflink>]; H. Wang et al., [<reflink idref="bib35" id="ref51">35</reflink>]). In kindergartens, teachers in kindergartens were found to express genuine emotions such as frustration, sadness, or even anger, in order to let the children know that they are really angry (Zheng et al., [<reflink idref="bib47" id="ref52">47</reflink>]; Zhang & Jiang, [<reflink idref="bib43" id="ref53">43</reflink>]).</p> <p>Early childhood education (ECE) plays a vital and indispensable role in young children's learning and development. In China, kindergarten is the main place for the implementation of early childhood teaching. In 2019, China's Ministry of Education launched the <emph>Professional Standards for Kindergarten Teachers</emph> (Zheng et al., [<reflink idref="bib46" id="ref54">46</reflink>]). It advocates several emotional aspects of kindergarten teachers. For example, they should be caring and patient, optimistic, enthusiastic and cheerful, regulate their emotions, maintain a calm state, and make young children feel warm and pleasant in kindergarten. These policy and contextual factors demand much emotional work for kindergarten teachers. For example, to follow these requirements, many Chinese kindergartens set the emotional rules such as "keeping smile," therefore kindergarten teachers need to display appropriate emotions at work (Zhang et al., [<reflink idref="bib45" id="ref55">45</reflink>]).</p> <p>Kindergarten teachers' complex interactions with young children, families and colleagues lead to high and intense emotional labor work in practice. Due to the display rules or expectations of leaders or parents, kindergarten teachers need to adopt proper emotional labor strategies and regulate their emotions frequently. A few empirical studies have attended to kindergarten teachers' emotional labor. Zhang et al. ([<reflink idref="bib45" id="ref56">45</reflink>]) qualitative study revealed three rules governing kindergarten teachers' emotional labor, namely, being adept at emotional control, actively using emotions, and maintaining a smile. Teachers were found to use the strategies of disguising, restraining, self-persuading and releasing to regulate their emotions. A recent quantitative study conducted in Hong Kong (H. Yin et al., [<reflink idref="bib41" id="ref57">41</reflink>]) shows that kindergarten teachers' different emotional labor strategies were influenced by instructional leadership and trust in colleagues, and EL strategies had significant influences on teaching satisfaction.</p> <hd id="AN0180555170-5">Teachers' Emotional Labour and Occupational Well-Being</hd> <p>Teachers' OWB is a complex construct which includes various aspects such as affective, well-being and social well-being (Cumming, [<reflink idref="bib5" id="ref58">5</reflink>]). The current study mainly focused on emotional labor and thus the affective aspect of well-being was adopted as the outcomes. Recent studies have suggested to analyze both the positive and negative sides of occupational well-being at the same time (Klusmann et al., [<reflink idref="bib22" id="ref59">22</reflink>]). Therefore, job satisfaction and emotional exhaustion were used in this study, which are commonly used indicators of teachers' OWB (Klusmann et al., [<reflink idref="bib22" id="ref60">22</reflink>]; Näring et al., [<reflink idref="bib25" id="ref61">25</reflink>]; Yao et al., [<reflink idref="bib38" id="ref62">38</reflink>]). Emotional exhaustion is a state of fatigue that emerges when one's emotional resources are used up (Maslach et al., [<reflink idref="bib24" id="ref63">24</reflink>]). It is a proximal variable of burnout, which is a long-term consequence of emotion-intensive interpersonal interactions and a long-term result of some interpersonal interactions (Maslach et al., [<reflink idref="bib24" id="ref64">24</reflink>]). Job satisfaction is a measure of the employee's evaluation of the job and has often been used as a proxy for employee well-being at work (A. Grandey, [<reflink idref="bib9" id="ref65">9</reflink>]; Klusmann et al., [<reflink idref="bib22" id="ref66">22</reflink>]).</p> <p>A number of studies have revealed the relationship between EL strategies and teachers' OWB. Generally, ample evidence has shown that surface acting is negatively related to teaching well-being factors (Hülsheger & Schewe, [<reflink idref="bib18" id="ref67">18</reflink>]; Humphrey, [<reflink idref="bib19" id="ref68">19</reflink>]; H. Wang et al., [<reflink idref="bib35" id="ref69">35</reflink>]; Yin, Huang, et al., [<reflink idref="bib40" id="ref70">40</reflink>]). For example, a study conducted by Cheung et al. ([<reflink idref="bib4" id="ref71">4</reflink>]) showed that surface acting had deleterious effects on primary and secondary school teachers' emotional exhaustion. Kinman et al. ([<reflink idref="bib21" id="ref72">21</reflink>]) investigation of UK secondary teachers showed that surface acting negatively correlated with job satisfaction.</p> <p>With respect to relations between deep acting and OWB dimensions, previous studies showed inconsistent findings (Hülsheger & Schewe, [<reflink idref="bib18" id="ref73">18</reflink>]; H. Wang et al., [<reflink idref="bib35" id="ref74">35</reflink>]). Some empirical studies have consistently reported that higher levels of deep acting by teachers are associated with greater well-being (e.g., Cheung et al., [<reflink idref="bib4" id="ref75">4</reflink>]). In contrast, others do not detect significant correlations (Näring et al., [<reflink idref="bib25" id="ref76">25</reflink>]; H. B. Yin et al., [<reflink idref="bib39" id="ref77">39</reflink>]). The relationship between deep acting and emotional exhaustion does not reach agreement in some recent meta-analyses (Hülsheger & Schewe, [<reflink idref="bib18" id="ref78">18</reflink>]; H. Wang et al., [<reflink idref="bib35" id="ref79">35</reflink>]; Yin, Huang, et al., [<reflink idref="bib40" id="ref80">40</reflink>]).</p> <p>For the natural expression of felt emotions, most studies have indicated that genuine expression has a positive relation with OWB (H. Wang et al., [<reflink idref="bib35" id="ref81">35</reflink>]; Yin, Huang, et al., [<reflink idref="bib40" id="ref82">40</reflink>]). For example, some studies have reported that teachers who genuinely express their inner feelings experience greater job satisfaction (Taxer & Frenzel, [<reflink idref="bib32" id="ref83">32</reflink>]; H. Wang et al., [<reflink idref="bib35" id="ref84">35</reflink>]). Taxer and Frenzel ([<reflink idref="bib32" id="ref85">32</reflink>]) revealed that the natural expression of positive emotions is associated with greater job satisfaction and lower emotional exhaustion, while the natural expression of negative emotions is instead linked to less job satisfaction and greater emotional exhaustion. Based on these studies, the following hypotheses were proposed:</p> <hd id="AN0180555170-6">H1a:</hd> <p>Surface acting was negatively related to the OWB of kindergarten teachers.</p> <hd id="AN0180555170-7">H1b:</hd> <p>The genuine expression of felt emotions was positively related to teachers' OWB.</p> <hd id="AN0180555170-8">H1c:</hd> <p>Deep acting was positively associated with teachers' OWB.</p> <hd id="AN0180555170-9">Different Types of Interpersonal Relationships and Their Influences</hd> <p>The study captures three types of relationships perceived by kindergarten teachers, namely, their relationships with children, colleagues and parents. Teacher-student relationship has been frequently explored in K-12 contexts (Aldrup et al., [<reflink idref="bib1" id="ref86">1</reflink>]; Pianta, [<reflink idref="bib27" id="ref87">27</reflink>]; Spilt et al., [<reflink idref="bib31" id="ref88">31</reflink>]). A positive teacher-student relationship is generally based on respect, warmth, trust, and low levels of interpersonal conflict (Spilt et al., [<reflink idref="bib31" id="ref89">31</reflink>]). Some studies have offered some insights into the relationship between teacher-student connections and emotional labor. For instance, teachers who have a close, harmonious relationship with their students feel more positive emotions (Jennings & Greenberg, [<reflink idref="bib20" id="ref90">20</reflink>]; Spilt et al., [<reflink idref="bib31" id="ref91">31</reflink>]). A recent study found that teachers reported more genuine expression when they had closer relationships with students (de Ruiter et al., [<reflink idref="bib6" id="ref92">6</reflink>]). Brown et al. ([<reflink idref="bib2" id="ref93">2</reflink>]) study revealed that preschool teachers used various strategies when interacting with children. In their study, some participants displayed their natural emotions to build relationships while others presented their emotions to serve as role models for regulating feelings.</p> <p>For teachers' relationships with colleagues and parents, the study adopts trust to denote the quality of relationships. Trust is the foundation of social capital (Bryk & Schneider, [<reflink idref="bib3" id="ref94">3</reflink>]) and essentially denotes the quality of social relationships among different actors (Tschannen-Moran & Hoy, [<reflink idref="bib33" id="ref95">33</reflink>]). Tschannen-Moran and Hoy ([<reflink idref="bib33" id="ref96">33</reflink>], p. 556) define trust as "one party's willingness to be vulnerable to another party based on the confidence that the latter party is benevolent, reliable, competent, honest, and open." It should be noted that trust involves different stakeholders (e.g., colleagues, parents, and principals), and trust in colleagues and trust in parents are distinct (Yin, To, et al., [<reflink idref="bib42" id="ref97">42</reflink>]). Trust plays an important role in the emotional labor process. For example, trust in colleagues is conducive to a school climate of integrity and authenticity (Tschannen-Moran & Hoy, [<reflink idref="bib33" id="ref98">33</reflink>]), which encourages teachers to adopt deep acting rather than surface acting (Yao et al., [<reflink idref="bib38" id="ref99">38</reflink>]). Some studies have documented the influence of trust in colleagues on their emotional labor. For example, Brown et al. ([<reflink idref="bib2" id="ref100">2</reflink>]) found that preschool teachers' strength with colleagues informed their emotional labor during collegial interactions. Teachers could display their natural emotions around many colleagues but not all of them.</p> <p>Only a few studies have explored how trust in parents influences teachers' emotional labor and well-being. Communication between parents and teachers can be structural (focused on school practices or information) or relational (i.e., focus on interpersonal dynamic such as trust), and such high quality communication has been found responsible for improving teachers' practices and parents' participation in their children's schooling (Sheridan et al., [<reflink idref="bib29" id="ref101">29</reflink>]). Brown et al. ([<reflink idref="bib2" id="ref102">2</reflink>]) found that preschool teachers' trust level in parents informed their emotional interactions with them. For example, teachers performed natural emotions for those parents they trust, while for parents they are not familiar, they need to "walk on shells" (p. 6) and perform surface acting. Teachers' honest and open communication with children's parents leads to effective collaboration between teachers and parents (Zhang et al., [<reflink idref="bib45" id="ref103">45</reflink>]). Thus, we hypothesized that teachers' trust in parents would have a positive influence on teachers' emotions and well-being. Thus, we proposed the following hypotheses:</p> <hd id="AN0180555170-10">H2:</hd> <p>Teacher-child relationship, teachers' trust in colleagues and trust in parents were positively associated with kindergarten teachers' occupational well-being.</p> <hd id="AN0180555170-11">H3a:</hd> <p>Kindergarten teachers' interpersonal relationships were negatively associated with surface acting.</p> <hd id="AN0180555170-12">H3b:</hd> <p>Kindergarten teachers' interpersonal relationships were positively associated with deep acting.</p> <hd id="AN0180555170-13">H3c:</hd> <p>Kindergarten teachers' interpersonal relationships were positively associated with natural expression of felt emotions.</p> <hd id="AN0180555170-14">The Mediating Role of Emotional Labour Strategies</hd> <p>Several theoretical frameworks have proposed that teachers' emotional labor may function as the mediator between social factors and well-being. A. A. Grandey and Melloy's ([<reflink idref="bib10" id="ref104">10</reflink>]) integrative model suggests that personal factors as well as contextual factors (e.g., supervisor support, coworker support) influence emotional labor that, which in turn impacts well-being (e.g., job satisfaction, burnout). Their model proposes that EL or emotion regulation may act as a mediator between interpersonal behaviors and well-being factors. Similarly, H. Wang et al.'s ([<reflink idref="bib35" id="ref105">35</reflink>]) comprehensive model suggests that contextual factors, such as social support, influence teachers' well-being through their EL strategies. Spilt et al. ([<reflink idref="bib31" id="ref106">31</reflink>]) also proposed a framework in which the teachers' well-being is a long-term outcome influenced by the representation of teacher-student relationship through everyday emotions. Based on this theoretical review, the study proposes that the EL strategies of kindergarten teachers may mediate the relationships between three types of interpersonal relationships and two dimensions of OWB.</p> <p>Some empirical studies have explored EL as a mediator. For example, Yao et al. ([<reflink idref="bib38" id="ref107">38</reflink>]) revealed that emotional labor mediated the relationship between teachers' perceptions of school climate (including collaboration and student relations) and emotional exhaustion. Kinman et al.'s ([<reflink idref="bib21" id="ref108">21</reflink>]) study suggested that the relationship between emotional labor and well-being (e.g., emotional exhaustion and job satisfaction) tended to be attenuated by social support from different sources (e.g., colleagues, managers, and parents). Thus, we postulated the following hypothesis:</p> <hd id="AN0180555170-15">H4:</hd> <p>Emotional labor plays a mediating role between interpersonal relationships and kindergarten teachers' OWB.</p> <p>As shown in the literature, there is no agreement in empirical studies on the relations between teachers' interpersonal relationships, emotional labor and the consequences, as research studies have used different variables and were conducted in different sectors (business, elementary or secondary schools). These results provide empirical foundations for our study, and the complex relations in kindergarten contexts should be further explored.</p> <hd id="AN0180555170-16">Method</hd> <p></p> <hd id="AN0180555170-17">Participants</hd> <p>An online questionnaire survey was conducted in kindergartens from October 2020 to December 2021. As kindergartens are widely distributed in China, two characteristics, namely region (urban/suburban/rural) and funding source (public/private) of kindergartens (Hu & Szente, [<reflink idref="bib17" id="ref109">17</reflink>]) were mainly considered to balance the distribution of the samples. First, using a convenience sampling strategy, we sent invitations to kindergarten principals in different regions in six provinces (Liaoning, Shaanxi, Hubei, Henan, Guangdong, Guizhou) and asked them to participate in the investigation. We received responses from 89 kindergartens. Second, we used a purposeful sampling strategy to selected 43 public and 43 private kindergartens from three cities (Chongqing, Chengdu and Kunming). A total of 1458 teachers completed the online questionnaires. All participants were involved voluntarily and provided informed consent. The questionnaire was reviewed and approved by the Research Ethics Committee of the university where the first author is affiliated. Using the response time as a screening condition, the final database included 1,342 valid questionnaires. Table 1 shows the distributions of the participants.</p> <p>Table 1. Descriptive statistics of participants demographics.</p> <p> <ephtml> <table><thead><tr><td>Variable</td><td>Categories of variable</td><td>Frequency (<italic>N</italic>)</td><td>Percent (%)</td></tr></thead><tbody><tr><td>Gender</td><td>Male</td><td>26</td><td>1.94</td></tr><tr><td>Female</td><td>1316</td><td>98.06</td></tr><tr><td>Teaching experience</td><td>3 years or less</td><td>516</td><td>38.45</td></tr><tr><td>4–7 years</td><td>361</td><td>26.90</td></tr><tr><td>8–15 years</td><td>289</td><td>21.54</td></tr><tr><td>16 years or more</td><td>176</td><td>13.11</td></tr><tr><td /><td>College degree or below</td><td>628</td><td>46.80</td></tr><tr><td>Educational background</td><td>Bachelor degree</td><td>699</td><td>52.09</td></tr><tr><td /><td>Master degree or above</td><td>15</td><td>1.12</td></tr><tr><td>Kindergarten region</td><td>Urban/Suburban areas</td><td>1085</td><td>80.85</td></tr><tr><td>Rural areas</td><td>257</td><td>19.15</td></tr><tr><td>Funding source for kindergarten</td><td>Public</td><td>694</td><td>51.71</td></tr><tr><td>Private</td><td>648</td><td>48.29</td></tr><tr><td /><td>Liaoning</td><td>102</td><td>7.60%</td></tr><tr><td /><td>Shaaxi</td><td>51</td><td>3.80%</td></tr><tr><td /><td>Hubei</td><td>64</td><td>4.77%</td></tr><tr><td /><td>Henan</td><td>45</td><td>3.35%</td></tr><tr><td>Area source</td><td>Guangdong</td><td>226</td><td>16.84%</td></tr><tr><td /><td>Guizhou</td><td>85</td><td>6.33%</td></tr><tr><td /><td>Chongqing</td><td>231</td><td>17.21%</td></tr><tr><td /><td>Chengdu, Sichuan</td><td>101</td><td>7.53%</td></tr><tr><td /><td>Kunming, Yunnan</td><td>437</td><td>32.56%</td></tr></tbody></table> </ephtml> </p> <p>The sample comprised 26 males (1.9%) and 1,316 females (98.1%). A total of 654 (51.7%) teachers were from public kindergartens, and 648 (48.3%) were from private kindergartens. A total of 1,012 (75.4%) teachers were from urban/suburban areas, and 330 (24.6%) teachers were from rural areas. Regarding teaching experience, 516 (38.5%) had taught for 1–3 years, 361 (26.9%) had taught for 4–7 years, 289 (21.5%) had taught for 8–15 years and 176 (13.1%) had taught for 16 years or more.</p> <hd id="AN0180555170-18">Instruments</hd> <p></p> <hd id="AN0180555170-19">Trust in Parents and Colleagues</hd> <p>The Trust in Colleagues Scale (TICS) and Trust in Parents Scale (TIPS) were extracted from Yin, To, et al. ([<reflink idref="bib42" id="ref110">42</reflink>]) study, which was used in the Hong Kong kindergarten context. Each scale contains five items. It assesses the five facets of trust between teachers and colleagues and parents: benevolence, reliability, honesty, competence, and openness. Trust in colleagues in this study refers to school-wide colleagues. An item example is "even in difficult situations, teachers in this school can depend on each other." The teachers were asked to rate the items on a five-point Likert scale ranging from "strongly disagree" to "strongly agree."</p> <hd id="AN0180555170-20">Teacher-Child Relationship</hd> <p>The 6-item Teacher-Child Relationship Scale (TCRS) was adapted from Aldrup et al. ([<reflink idref="bib1" id="ref111">1</reflink>]) and is the closeness subscale of the student-teacher relationship scale (Pianta, [<reflink idref="bib27" id="ref112">27</reflink>]). We assessed teachers' overall relationship with their children. An example item is "the children in this class show me that they like me." Teachers rated each item on a five-point Likert scale ranging from "strongly disagree" to "strongly agree."</p> <hd id="AN0180555170-21">Teacher Emotional Labour Strategy</hd> <p>The 13-item Teacher Emotional Labour Strategy Scale (TELSS) consists of three emotional labor strategies: surface acting (six items; e.g., "I just pretend to have the emotions I need to display for my job"), deep acting (four items; e.g., "I make an effort to actually feel the emotions that I need to display toward others") and natural expression (three items; e.g., "The emotions I express to students or colleague are genuine"). The scale was adapted from Diefendorff et al. ([<reflink idref="bib8" id="ref113">8</reflink>]) and was validated in Chinese contexts by previous studies (Cheung et al., [<reflink idref="bib4" id="ref114">4</reflink>]). A five-point Likert scale ranging from "strongly disagree" to "strongly agree" was assessed by teachers.</p> <hd id="AN0180555170-22">Emotional Exhaustion and Teaching Satisfaction</hd> <p>The 5-item Teachers' Emotional Exhaustion Scale (TEES) was adapted from the Maslach Burnout Inventory (Maslach et al., [<reflink idref="bib24" id="ref115">24</reflink>]). Examples of these items are "I feel very tired to face the day's work every morning when I get up." Teaching satisfaction was measured by the Teaching Satisfaction Scale (TSS) developed by Ho and Au ([<reflink idref="bib14" id="ref116">14</reflink>]), including 5 items. Examples of these items are "In most ways, being a teacher is close to my ideal." All these scales were administered in the Chinese language. The teachers were asked to rate these items on a 5-point Likert scale ranging from "strongly disagree" to "strongly agree."</p> <hd id="AN0180555170-23">Analyses</hd> <p>The study used SPSS 23.0 and Mplus 8.4 to analyze the data. The descriptive statistics and Cronbach's alpha coefficients were calculated by SPSS. Next, structural equation modeling (SEM) was conducted using Mplus. For confirmatory factor analysis (CFA), this study was used to examine the construct validity of the scales. For the CFA and SEM analysis, a number of indices indicate the robustness of fit, including the chi-square statistic (χ<sups>2</sups>), the root mean square error of approximation (RMSEA), the Tucker-Lewis Index (TLI) and the Comparative Fit Index (CFI). Following Schreiber et al. ([<reflink idref="bib28" id="ref117">28</reflink>]) suggestion, CFI >.90, TLI >.90 and RMSEA <.10 were taken as cutoff points for indicators of acceptable data fit. The mediation analysis used a bootstrap approach to detect indirect effects (Hayes, [<reflink idref="bib13" id="ref118">13</reflink>]).</p> <hd id="AN0180555170-24">Results</hd> <p></p> <hd id="AN0180555170-25">Construct Validity, Reliability, Descriptive Statistics, and Correlation</hd> <p>A CFA was constructed to examine the construct validity of each scale. The results were showed in Table 2.</p> <p>Table 2. CFA results for the scales.</p> <p> <ephtml> <table><thead><tr><td>Scales</td><td>Data fit indices</td></tr></thead><tbody><tr><td>TELSS</td><td><italic>χ</italic><sup>2</sup> = 874.96, <italic>df</italic> = 62, <italic>p</italic> <.01, RMSEA =.099, CFI =.93, TLI =.92</td></tr><tr><td>TCRS</td><td>χ<sup>2</sup> = 85.18, <italic>df</italic> = 6, <italic>p</italic> <.01, RMSEA =.10, CFI =.97, TLI =.90</td></tr><tr><td>TICS</td><td>χ<sup>2</sup> = 59.44, <italic>df</italic> = 5, <italic>p</italic> <.01, RMSEA =.090, CFI =.97, TLI =.93</td></tr><tr><td>TIPS</td><td>χ<sup>2</sup> = 112.04, <italic>df</italic> = 5, <italic>p</italic> <.01, RMSEA =.10, CFI =.95, TLI =.91</td></tr><tr><td>JSS</td><td>χ<sup>2</sup> = 31.45, <italic>df</italic> = 5, <italic>p</italic> <.01, RMSEA =.06, CFI =.99, TLI =.99</td></tr><tr><td>TEES</td><td>χ<sup>2</sup> = 184.35, <italic>df</italic> = 5, <italic>p</italic> <.01, RMSEA =.10, CFI =.93, TLI =.90</td></tr></tbody></table> </ephtml> </p> <p>All scales had acceptable data fit. Table 3 summarizes the descriptive statistics of all factors. All 8 factors had good reliability, and the Cronbach alpha coefficients ranged from.88 to.94.</p> <p>Table 3. Descriptive statistics, reliability and correlation matrix.</p> <p> <ephtml> <table><thead><tr><td>Factors</td><td>1</td><td>2</td><td>3</td><td>4</td><td>5</td><td>6</td><td>7</td><td>8</td></tr></thead><tbody><tr><td>1. TIC</td><td>–</td><td /><td /><td /><td /><td /><td /><td /></tr><tr><td>2. TIP</td><td>.72**</td><td>–</td><td /><td /><td /><td /><td /><td /></tr><tr><td>3. TCR</td><td>.64**</td><td>.57**</td><td>–</td><td /><td /><td /><td /><td /></tr><tr><td>4. SA</td><td>−.17**</td><td>−.13**</td><td>−.09**</td><td>–</td><td /><td /><td /><td /></tr><tr><td>5. DA</td><td>.07*</td><td>.10**</td><td>.13**</td><td>.52**</td><td>–</td><td /><td /><td /></tr><tr><td>6. NE</td><td>.39**</td><td>.40**</td><td>.37**</td><td>−.16**</td><td>−.20**</td><td>–</td><td /><td /></tr><tr><td>7. JS</td><td>.66**</td><td>.65**</td><td>.57**</td><td>−.17**</td><td>.06*</td><td>.38**</td><td>–</td><td /></tr><tr><td>8. EX</td><td>−.23**</td><td>−.16**</td><td>−.12**</td><td>.33**</td><td>.14**</td><td>−.15**</td><td>−.29**</td><td>–</td></tr><tr><td>alpha</td><td>.93</td><td>.92</td><td>.89</td><td>.91</td><td>.88</td><td>.91</td><td>.93</td><td>.94</td></tr><tr><td><italic>M</italic></td><td>4.28</td><td>4.05</td><td>4.55</td><td>2.51</td><td>3.52</td><td>4.08</td><td>4.10</td><td>2.86</td></tr><tr><td>SD</td><td>0.72</td><td>0.72</td><td>0.58</td><td>1.08</td><td>1.00</td><td>0.83</td><td>0.82</td><td>1.10</td></tr></tbody></table> </ephtml> </p> <p>1 *<emph>p</emph> <.05; **<emph>p</emph> <.01.</p> <p>2 TIC = trust in colleagues, TIP = trust in parents, TCR = teacher-child relationship, SA = surface acting, DA = deep acting, NE = natural expression of felt emotions, JS = job satisfaction, EX = emotional exhaustion.</p> <hd id="AN0180555170-26">SEM Analysis</hd> <p>SEM analysis was constructed to test the relationships between interpersonal relationships, emotional labor, job satisfaction and emotional exhaustion. The results are presented in Figure 1. The results show an acceptable data fit (χ<sups>2</sups> = 3857.54, <emph>df</emph> = 604, <emph>p</emph> <.01, RMSEA =.06, CFI =.92, TLI =.91).</p> <p>Graph: Figure 1. Effects of relationship on emotional exhaustion and job satisfaction via emotional labor strategies (showing significant paths only).</p> <p>According to the significant paths shown in Figure 1, surface acting positively influenced emotional exhaustion (<emph>β</emph> =.31, <emph>p</emph> <.05). Job satisfaction was positively influenced by the natural expression of felt emotions (<emph>β</emph> =.07, <emph>p</emph> <.05). Deep acting had no significant relationship with OWB factors. Thus, H1a and H1b were partially supported, and H1c was not supported.</p> <p>In addition, trust in colleagues had negative effects on surface acting (<emph>β</emph> = −.19, <emph>p</emph> =.05) and emotional exhaustion (<emph>β</emph> = −.24, <emph>p</emph> =.05) and had positive effects on job satisfaction (<emph>β</emph> =.28, <emph>p</emph> =.05) but no significant effects on deep acting or the natural expression of felt emotions. Trust in parents positively predicted job satisfaction (<emph>β</emph> =.35, <emph>p</emph> <.05) and the natural expression of felt emotions (<emph>β</emph> =.24, <emph>p</emph> <.05). Additionally, the teacher-child relationship had a positive effect on job satisfaction (<emph>β</emph> =.18, <emph>p</emph> <.05), deep acting (<emph>β</emph> =.17, <emph>p</emph> <.05) and the natural expression of felt emotions (<emph>β</emph> =.21, <emph>p</emph> <.05). Therefore, H2, H3a, H3b and H3c were partially supported.</p> <hd id="AN0180555170-27">Mediation Analysis</hd> <p>The examination of the mediating effect is based on 1,000 bootstrap samples. Table 4 shows the mediation results of emotional labor on the relation between relationship and well-being outcomes. According to Hayes ([<reflink idref="bib13" id="ref119">13</reflink>]), the indirect effect is significant if zero is not between the lower and higher limits of the 95% CI.</p> <p>Table 4. Mediation analysis results.</p> <p> <ephtml> <table><thead><tr><td /><td /><td>Mediation analysis</td></tr><tr><td>Independent variable</td><td>Dependent variable</td><td>Mediation variable</td><td>Estimates (S.E.)</td><td><italic>p</italic></td><td>95% CI</td></tr></thead><tbody><tr><td>TIC</td><td>JS</td><td>SA</td><td>.01 (.01)</td><td>.11</td><td>[−.00,.03]</td></tr><tr><td>JS</td><td>DA</td><td>.00 (.00)</td><td>.71</td><td>[−.00,.00]</td></tr><tr><td>JS</td><td>NE</td><td>.01 (.01)</td><td>.24</td><td>[−.00,.02]</td></tr><tr><td>EX</td><td>SA</td><td>−.10 (.04)</td><td>.04</td><td>[−.16,.-05]</td></tr><tr><td>EX</td><td>DA</td><td>.00 (.01)</td><td>.96</td><td>[−.01,.01]</td></tr><tr><td>EX</td><td>NE</td><td>−.01 (.01)</td><td>.41</td><td>[−.02,.00]</td></tr><tr><td>TIP</td><td>JS</td><td>SA</td><td>.00 (.00)</td><td>.63</td><td>[−.00,.01]</td></tr><tr><td>JS</td><td>DA</td><td>−.00 (.00)</td><td>.73</td><td>[−.01,.00]</td></tr><tr><td>JS</td><td>NE</td><td>.01 (.01)</td><td>.03</td><td>[.00,.03]</td></tr><tr><td>EX</td><td>SA</td><td>−.02 (.03)</td><td>.58</td><td>[−.07,.03]</td></tr><tr><td>EX</td><td>DA</td><td>.00 (.01)</td><td>.96</td><td>[−.01,.01]</td></tr><tr><td>EX</td><td>NE</td><td>−.02 (.01)</td><td>.24</td><td>[−.04,.00]</td></tr><tr><td>TCR</td><td>JS</td><td>SA</td><td>−.00 (.00)</td><td>.33</td><td>[−.01,.00]</td></tr><tr><td>JS</td><td>DA</td><td>−.00 (.01)</td><td>.66</td><td>[−.01,.01]</td></tr><tr><td>JS</td><td>NE</td><td>.02 (.01)</td><td>.04</td><td>[.01,.04]</td></tr><tr><td>EX</td><td>SA</td><td>.04 (.03)</td><td>.20</td><td>[−.01,.08]</td></tr><tr><td>EX</td><td>DA</td><td>.00 (.01)</td><td>.95</td><td>[−.02,.02]</td></tr><tr><td>EX</td><td>NE</td><td>−.02 (.02)</td><td>.24</td><td>[−.05,.01]</td></tr></tbody></table> </ephtml> </p> <p>The results indicated that the three mediating paths were significant. Specifically, surface acting significantly mediates between trust in colleagues and emotional exhaustion, and trust in colleagues has a positive direct effect on emotional exhaustion (<emph>β</emph> =.09, <emph>p</emph> <.01). The natural expression of felt emotions significantly mediates between trust in parents and job satisfaction, teacher-child relationship and job satisfaction, and the direct effects of trust in parents (<emph>β</emph> =.04, <emph>p</emph> <.01) and teacher-child relationship (<emph>β</emph> =.05, <emph>p</emph> <.01) are also significant. Thus, H4 was partially supported.</p> <hd id="AN0180555170-28">Discussion</hd> <p>The study concerned kindergarten teachers' complex interpersonal relationships in their work and explored how different interpersonal relationships among different actors would impact their emotional labor and well-being. The results highlighted the important roles of different types of relationships and two emotional labor strategies in influencing kindergarten teachers' well-being.</p> <hd id="AN0180555170-29">Diverse Interpersonal Relationships and Their Distinct Associations with Emotional Labour and...</hd> <p>Previous studies have argued that general social support (e.g., support from coworkers and principals) was a favorable factor in enhancing employees' well-being in multiple contexts (A. Grandey, [<reflink idref="bib9" id="ref120">9</reflink>]; Kinman et al., [<reflink idref="bib21" id="ref121">21</reflink>]; Yin, Huang, et al., [<reflink idref="bib40" id="ref122">40</reflink>]), which failed to distinguish between different types of social interactions teachers perceive in practice. The results showed that the three types of relationships have distinct effects.</p> <p>Specifically, trust in colleagues had negative effects on teachers' emotional exhaustion and surface acting, and it positively affected job satisfaction. These findings were consistent with previous studies (Kinman et al., [<reflink idref="bib21" id="ref123">21</reflink>]; W. Wang et al., [<reflink idref="bib36" id="ref124">36</reflink>]). When teachers have higher level of trust in their colleagues, they tend to less perform surface acting at work. As expected, peers' trust provided social support that enhanced teachers' job satisfaction and helped them cope with emotional exhaustion. Some previous studies also revealed that trust in colleagues reduced surface acting at work (Näring et al., [<reflink idref="bib25" id="ref125">25</reflink>]; W. Wang et al., [<reflink idref="bib36" id="ref126">36</reflink>]). Kinman et al. ([<reflink idref="bib21" id="ref127">21</reflink>]) study in the UK showed that teachers' workplace social support from colleagues had negative influences on emotional exhaustion and positive effects on job satisfaction. These results attend to A. Grandey's ([<reflink idref="bib9" id="ref128">9</reflink>]) integrative model, suggesting that trust in colleagues serves as an organizational resource that helps teachers suppress or hide their true feelings. A high trust climate may facilitate collaboration and the feeling of safety (W. Wang et al., [<reflink idref="bib36" id="ref129">36</reflink>]).</p> <p>Trust in parents enhances job satisfaction, which was partly consistent with an earlier study (Skaalvik & Skaalvik, [<reflink idref="bib30" id="ref130">30</reflink>]), showing that teachers' relations with parents influenced their teaching satisfaction and belonging to the school. The results were similar with family engagement literature highlighted the benefits of high level of trust between teachers and parents (Sheridan et al., [<reflink idref="bib29" id="ref131">29</reflink>]). Interactions between teachers and parents are frequent, especially in the ECE context (Brown et al., [<reflink idref="bib2" id="ref132">2</reflink>]; Zhang et al., [<reflink idref="bib45" id="ref133">45</reflink>]). The study also found that trust in parents may facilitate teachers' natural expression of felt emotions. The results partly support Brown et al. ([<reflink idref="bib2" id="ref134">2</reflink>]) argument that teachers' trust and relationships with families informed the extent to which they demonstrated their natural emotions to them. When teachers feel children's parents as more reliable, dependable, and open, they are more inclined to express their natural emotions and show greater job satisfaction. Parents' trust is like a form of permission, allowing teachers to take appropriate methods (including discrete emotional displays) to deal with children's problems or mistakes in kindergartens. In Chinese contexts, kindergarten teachers may experience emotional problems due to their low social status, prestige, and income and many teachers were viewed as simply babysitters of nannies (Zhang & Yu, [<reflink idref="bib44" id="ref135">44</reflink>]). Kindergarten teachers were seen as "cheap laborers without substantial professional value" (Zhang & Jiang, [<reflink idref="bib43" id="ref136">43</reflink>], p. 8), which lead to negative emotions and low job satisfaction. However, if parents trust teachers as professionals or experts, they may experience more positive emotions and feel better recognized for the significance and value of their job (Zhang & Jiang, [<reflink idref="bib43" id="ref137">43</reflink>]; Zhang & Yu, [<reflink idref="bib44" id="ref138">44</reflink>]).</p> <p>Finally, the teacher-child relationship had significant effects on job satisfaction, and it also enhanced teachers' deep acting and natural expression of felt emotions. The result is within our expectations, as ample evidence has shown that teacher-child relationship is not only vital for children's development (Hamre, [<reflink idref="bib11" id="ref139">11</reflink>]; Pianta, [<reflink idref="bib27" id="ref140">27</reflink>]; Zinsser et al., [<reflink idref="bib49" id="ref141">49</reflink>]) but also crucial for teachers' well-being (Aldrup et al., [<reflink idref="bib1" id="ref142">1</reflink>]; Spilt et al., [<reflink idref="bib31" id="ref143">31</reflink>]; H. Wang et al., [<reflink idref="bib35" id="ref144">35</reflink>]). Good relationships with children give meaning to teachers' work and offer them internal motivation, which is beneficial for teachers' job satisfaction (Spilt et al., [<reflink idref="bib31" id="ref145">31</reflink>]).</p> <p>Teacher-child relationship has a positive impact on teachers' deep acting and natural expression of felt emotions. The results were partly similar to the findings of several studies (de Ruiter et al., [<reflink idref="bib6" id="ref146">6</reflink>]; Taxer & Frenzel, [<reflink idref="bib32" id="ref147">32</reflink>]; Yao et al., [<reflink idref="bib38" id="ref148">38</reflink>]). For example, Yao et al. ([<reflink idref="bib38" id="ref149">38</reflink>]) found that teachers' perceptions of more supportive relationship with students was associated with more deep acting. Positive perceptions of the teacher- child relationship may increase teachers' reflection of their emotions (Denham et al., [<reflink idref="bib7" id="ref150">7</reflink>]). When children misbehave and irritate their teachers, teachers are likely to reinterpret their emotional states and modify inner feelings through kind and tolerant expressions by telling themselves "they are after all just kids" (Zhang et al., [<reflink idref="bib45" id="ref151">45</reflink>], p. 7). Taxer and Frenzel ([<reflink idref="bib32" id="ref152">32</reflink>]) revealed that when teachers felt more related to their class, they more frequently expressed genuine positive emotions. de Ruiter et al. ([<reflink idref="bib6" id="ref153">6</reflink>]) recent study showed that teachers reported more genuine expressions of emotions when they perceived their relationship with students to be closer. A good relationship with children facilitates teachers in expressing their genuine feelings rather than suppressing or faking emotions in school. Therefore, a good relationship with children increases the frequency of deep acting, enhances their regulation, stimulates the reflection on their emotions, and creates a safe precondition for teachers to express their true feelings.</p> <hd id="AN0180555170-30">The Role of Emotional Labour</hd> <p></p> <hd id="AN0180555170-31">Surface Acting and Natural Expression Matter for Teachers' Occupational Well-Being</hd> <p>Different emotional labor strategies have different results in terms of teachers' well-being. Specifically, surface acting raised the level of teachers' emotional exhaustion, while the natural expression of authentic emotions promoted job satisfaction. These results generally supported the previous argument that surface acting is detrimental (Hülsheger & Schewe, [<reflink idref="bib18" id="ref154">18</reflink>]; Humphrey, [<reflink idref="bib19" id="ref155">19</reflink>]; H. Wang et al., [<reflink idref="bib35" id="ref156">35</reflink>]; Yin, Huang, et al., [<reflink idref="bib40" id="ref157">40</reflink>]) and the results showed its positive relation' with teachers' emotional exhaustion (the long-term consequence of emotion) in the long run. In Chinese contexts, Zhang and Jiang ([<reflink idref="bib43" id="ref158">43</reflink>]) showed that the disguising was a common strategy in kindergartens, and they argued that that such emotional suppression may become a ritualized response in the absence of genuine care and self-reflection among preschool teachers, ultimately contributing to emotional burnout.</p> <p>The natural expression of felt emotions is beneficial for teachers' well-being (H. Wang et al., [<reflink idref="bib35" id="ref159">35</reflink>]; Yin, Huang, et al., [<reflink idref="bib40" id="ref160">40</reflink>]), which reminds us of the bright side of emotional labor. Two recent meta-analyses (H. Wang et al., [<reflink idref="bib35" id="ref161">35</reflink>]; Yin, Huang, et al., [<reflink idref="bib40" id="ref162">40</reflink>]) included this dimension, and both studies showed that genuine expression of emotions was positively correlated with job satisfaction.</p> <p>Surprisingly, deep acting was not significantly related to either OWB dimensions. Previous studies have documented the benefits of deep acting as it is more consistent with internal feelings than surface acting (Cheung et al., [<reflink idref="bib4" id="ref163">4</reflink>]; H. Wang et al., [<reflink idref="bib35" id="ref164">35</reflink>]). However, as deep acting need substantial efforts, time and space (e.g., cognitive reappraisal, attention deployment, situation modification) to deal with the emotions, the positive and negative effects of deep acting may cancel out (H. Wang et al., [<reflink idref="bib35" id="ref165">35</reflink>]). Kindergarten teachers are involved in high frequent and intense emotional interactions (Brown et al., [<reflink idref="bib2" id="ref166">2</reflink>]; Zhang et al., [<reflink idref="bib45" id="ref167">45</reflink>]), they may not have enough time and space to regulate their emotions at work. Kindergarten teachers are engaged in frequent and intense emotional interactions (Brown et al., [<reflink idref="bib2" id="ref168">2</reflink>]; Zhang et al., [<reflink idref="bib45" id="ref169">45</reflink>]), but due to their heavy workload, they may not always have sufficient time to reflect on or control their emotions at work. As a Chinese teacher said, "If the child was not obedient, I would be very anxious and unable to control my emotion...I felt very angry for using the wrong method, but I couldn't help it at the stage" (Hong & Zhang, [<reflink idref="bib16" id="ref170">16</reflink>], p. 484). According to H. B. Yin et al. ([<reflink idref="bib39" id="ref171">39</reflink>]), although deep acting can be seen as "faking in good faith," it may not benefit teachers' job satisfaction because it requires great effort to monitor inner feelings and modify emotional expressions when engaging in deep acting.</p> <hd id="AN0180555170-32">The Mediating Roles of Surface Acting and Natural Expression</hd> <p>The study took a further step to analyze the mediating effects of emotional labor strategies, and three significant mediation paths were found. First, trust in colleagues negatively influences emotional exhaustion via the indirect effect of surface acting. Second, trust in parents enhances job satisfaction through the natural expression of felt emotions. Third, the natural expression of felt emotions mediated the influences of teacher-child relationship on job satisfaction. These findings were partly similar to those of a previous study considering emotion strategies as mediators (Zheng et al., [<reflink idref="bib48" id="ref172">48</reflink>]; Cheung et al., [<reflink idref="bib4" id="ref173">4</reflink>]; Kinman et al., [<reflink idref="bib21" id="ref174">21</reflink>]; Spilt et al., [<reflink idref="bib31" id="ref175">31</reflink>]; H. B. Yin et al., [<reflink idref="bib39" id="ref176">39</reflink>]; Yin et al., [<reflink idref="bib41" id="ref177">41</reflink>]). In contrast to these studies that were not conducted in the kindergarten context, the results of the current study offer some insights into how social interactions influence kindergarten teachers' well-being directly through their emotional work.</p> <p>These results showed the importance of natural expression and surface acting in the kindergarten context. In the early education context, controlling emotions, conveying positive emotions, and maintaining a smile still govern kindergarten teachers' emotional labor (Zhang et al., [<reflink idref="bib45" id="ref178">45</reflink>]). These emotional rules and expectations of their roles may lead kindergarten teachers to fake their emotions, which is harmful to their well-being in the long run. Trusting relationships may reduce teachers' emotional exhaustion by reducing their hiding or faking emotions at work, which is within expectations, as some previous studies have revealed (Cheung et al., [<reflink idref="bib4" id="ref179">4</reflink>]; Kinman et al., [<reflink idref="bib21" id="ref180">21</reflink>]; W. Wang et al., [<reflink idref="bib36" id="ref181">36</reflink>]).</p> <p>Our results further highlighted the role of the natural expression of felt emotions in kindergartens, which was often neglected in previous research. Teachers scored higher on natural expression than surface acting and deep acting. Relationships with children and parents can enhance teachers' satisfaction through natural expression. Different from service occupations, where individuals "sell their smile" for a wage (Hochschild, [<reflink idref="bib15" id="ref182">15</reflink>]), caring and love for children is the ethic of early childhood education (Zhang et al., [<reflink idref="bib45" id="ref183">45</reflink>]). H. Yin et al. ([<reflink idref="bib41" id="ref184">41</reflink>]) argued that kindergarten teachers' natural expression of felt emotions can be "philanthropic emotion management" at work and that their sincere emotional performance can be a "gift" to their children. Trust in parents and close relationship with children encourage kindergarten teachers to show their true selves, leading to greater satisfaction. Furthermore, the positive side of teachers' real emotions, even negative emotions, should gain more recognition. For example, kindergarten teachers tell children what behaviors are improper and forbidden by showing true emotions (positive or negative), which can maintain children's physical safety. In addition, kindergarten is the key stage for young children to develop their emotions (Denham et al., [<reflink idref="bib7" id="ref185">7</reflink>]; Zinsser et al., [<reflink idref="bib49" id="ref186">49</reflink>]). Various emotions are also potential teaching resources that affect the psychological and social development of young children. For instance, negative emotions from teachers prevent children from always getting their way and encourage them to obey social norms. Exposure to various emotions from teachers can enhance children's sensitivity to others' emotions. Therefore, authentic emotions (including negative emotions) should not be forbidden, and teachers should be trusted and trained to equip themselves with more emotional skills and to use different emotions appropriately.</p> <hd id="AN0180555170-33">Conclusions and Implications</hd> <p>Teachers' emotional labor has gained considerable attention in past decades; however, only a few studies have focused on ECE teachers' emotional labor (Brown et al., [<reflink idref="bib2" id="ref187">2</reflink>]; H. Yin et al., [<reflink idref="bib41" id="ref188">41</reflink>]; Zhang et al., [<reflink idref="bib45" id="ref189">45</reflink>]) and we can easily detect their intense and frequent emotional work and problems across different cultures and contexts (Li & Li, [<reflink idref="bib23" id="ref190">23</reflink>]; Whitaker et al., [<reflink idref="bib37" id="ref191">37</reflink>]). ECE teachers are required to regulate their emotions and model positive behaviors, and they are seen as important socializers of children's emotional competence (Denham et al., [<reflink idref="bib7" id="ref192">7</reflink>]; Hamre, [<reflink idref="bib11" id="ref193">11</reflink>]; Whitaker et al., [<reflink idref="bib37" id="ref194">37</reflink>]). More studies should attend to ECE teachers themselves and how emotional work influences their well-being. The study analyses the influences of three types of relationships on teachers' EL and well-being in kindergarten contexts. The investigation of 1,342 kindergarten teachers in China uncovered the complex influences between teachers' interpersonal relationships and OWB factors. Specifically, trust in colleagues reduces surface acting and emotional exhaustion, and trust in parents enhances both the natural expression of felt emotion and job satisfaction. The close teacher-child relationship facilitates teachers' deep acting, natural expression and satisfaction. Surface acting played a mediating role between trust in colleagues and emotional exhaustion. The natural expression of felt emotions mediated the influence of trust in principals on satisfaction and mediated the effects of teacher-child relationship on job satisfaction. The results highlight the importance of interpersonal relationships and two EL strategies in influencing kindergarten teachers' well-being.</p> <p>Surface acting and the natural expression of felt emotions are sources for kindergarten teachers' well-being, but in an opposite way. Faking or hiding emotions is detrimental for teachers, while authentic emotional expression is beneficial. Various natural expressions, such as joy, sadness, or even frustration, could be accepted instead of faking or hiding them. Teachers play an important role in socializing children's emotional competence by discussing/expressing or regulating emotions. Preschool teachers' emotion-related discussions help children infer the causes of their negative emotions and teach them constructive ways of expressing emotions (Denham et al., [<reflink idref="bib7" id="ref195">7</reflink>]). Teachers' various emotions (including negative emotions) are a source of children's social-emotional learning (Hamre, [<reflink idref="bib11" id="ref196">11</reflink>]; Zinsser et al., [<reflink idref="bib49" id="ref197">49</reflink>]). Controlling teachers' emotional expressions is not what matters; what matters more is how teachers use various emotions appropriately. Therefore, kindergarten teachers' social and emotional learning should be taken seriously in teacher professional development programs (Zinsser et al., [<reflink idref="bib49" id="ref198">49</reflink>]). Emotional aspects, such as interacting with parents, colleagues and children and promoting teacher emotional ability through mindfulness training, reflective supervision and stress reduction (Jennings & Greenberg, [<reflink idref="bib20" id="ref199">20</reflink>]), should be enhanced in future kindergarten teachers' training.</p> <p>High-quality interpersonal relationships are beneficial for teachers' emotional management and well-being. It is crucial to build an atmosphere of authenticity and create a trusting environment so that teachers feel comfortable and safe (H. Yin et al., [<reflink idref="bib41" id="ref200">41</reflink>]). Kindergarten leaders should exercise more reasons and independence of action as they determine much of the emotional atmosphere in a relatively hierarchical society (Zheng et al., [<reflink idref="bib48" id="ref201">48</reflink>]), such as facilitating collaborations, establishing some channels or counseling centers to help teachers deal with their emotional problems. The current teacher professional development programs are designed to help teachers interact with children (Zinsser et al., [<reflink idref="bib49" id="ref202">49</reflink>]) and effectively communicate with children's parents. Kindergartens can actively open more activities to parents and collaborate with families in their communication about children's problems. Such communications and collaboration would contribute to the recognition by parents of teachers' professionalism and reliability (Osgood, [<reflink idref="bib26" id="ref203">26</reflink>]).</p> <p>There are some limitations to the study. First, the sample size is small due to China's large population of kindergarten teachers. We tried to improve the representativeness of the sample through convenient sampling strategies. However, a few male teachers were included in the study, as male teachers are very rare in Chinese kindergartens. Second, the cross-sectional analysis prevents us from determining causal relationships between the variables in the study. Longitudinal or experimental approaches were encouraged to determine the causal status of these relationships, such as the causal relationship between interpersonal relationships and EL strategies. More studies are needed to determine the long-term effects of different types of relationships and their influences. Third, the data were collected by self-report questionnaires, and thus, the results may suffer from common-method bias. As teachers' emotional labor may vary during their interactions with different actors in different situations (Brown et al., [<reflink idref="bib2" id="ref204">2</reflink>]), the combination of quantitative and qualitative research methods is suggested to adopted to further explore teachers' complex antecedents and influences of emotional labor. Given the complexity of interpersonal relationships in practice, more qualitative studies are recommended to deeply explore the roles of different types of relationships. For instance, while the current study focused on closeness as an aspect of the teacher-child relationship, future research could further analyze the role of conflict within these relationships, as included in student-teacher relationship scale (Pianta, [<reflink idref="bib27" id="ref205">27</reflink>]). Multiple data collections methods (e.g., observing, interviews, documents) are suggested to be adopted to further explore kindergarten teachers' emotional labor across different contexts.</p> <hd id="AN0180555170-34">Disclosure Statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0180555170-35"> <title> References </title> <blist> <bibl id="bib1" idref="ref36" type="bt">1</bibl> <bibtext> Aldrup, K., Klusmann, U., Lüdtke, O., Gollner, R., & Trautwein, U. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning & Instruction, 58, 126 – 136. https://doi.org/10.1016/j.learninstruc.2018.05.006</bibtext> </blist> <blist> <bibl id="bib2" idref="ref12" type="bt">2</bibl> <bibtext> Brown, E., Vesely, C. K., Mehta, S., & Stark, K. (2023). Preschool teachers' emotional acting and school-based interactions. 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Header DbId: eric
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An: EJ1446700
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PubType: Academic Journal
PubTypeId: academicJournal
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Kindergarten Teachers' Emotional Labor and Occupational Well-Being: How Do Different Interpersonal Relationships Matter?
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Xin+Zheng%22">Xin Zheng</searchLink><br /><searchLink fieldCode="AR" term="%22Ying+Luo%22">Ying Luo</searchLink><br /><searchLink fieldCode="AR" term="%22Jiaxin+Tang%22">Jiaxin Tang</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Early+Education+and+Development%22"><i>Early Education and Development</i></searchLink>. 2024 35(8):1862-1876.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Conditions%22">Teaching Conditions</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Satisfaction%22">Job Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Teacher+Cooperation%22">Parent Teacher Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Burnout%22">Teacher Burnout</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/10409289.2024.2360871
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1040-9289<br />1556-6935
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1446700
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1446700
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/10409289.2024.2360871
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 1862
    Subjects:
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Teaching Conditions
        Type: general
      – SubjectFull: Interpersonal Relationship
        Type: general
      – SubjectFull: Trust (Psychology)
        Type: general
      – SubjectFull: Job Satisfaction
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Parent Teacher Cooperation
        Type: general
      – SubjectFull: Teacher Behavior
        Type: general
      – SubjectFull: Teacher Burnout
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: Kindergarten Teachers' Emotional Labor and Occupational Well-Being: How Do Different Interpersonal Relationships Matter?
        Type: main
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      – PersonEntity:
          Name:
            NameFull: Xin Zheng
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            NameFull: Ying Luo
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            NameFull: Jiaxin Tang
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            – D: 01
              M: 01
              Type: published
              Y: 2024
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            – Type: issn-print
              Value: 1040-9289
            – Type: issn-electronic
              Value: 1556-6935
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              Value: 35
            – Type: issue
              Value: 8
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            – TitleFull: Early Education and Development
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