Burić, Irena, Kim, Lisa orcid.org/0000-0001-9724-2396 and Hodis, Flaviu (Accepted: 2020) Emotional labor profiles among teachers:associations with positive affective, motivational and well-being factors. Journal of Educational Psychology. ISSN 0022-0663 (In Press)
Abstract
Research indicates that teachers perform emotional labor on a daily basis. However, previous studies have mostly used a variable-centered approach that examines the associations of emotional labor strategies with particular outcome variables. This approach did not consider the possibility that teachers use different emotional labor strategies simultaneously. Therefore, in this study we took a person-centered approach and explored the emotional labor profiles in a large sample of Croatian teachers (N = 2,002) employed across educational levels (i.e., elementary, middle, and high school levels) by using latent profile analysis. In addition, we examined differences among profiles with regard to teachers’ positive affect, self-efficacy, work engagement, and job satisfaction. Results indicated the existence of six emotional labor profiles that were characterized by different combinations of deep acting, hiding feelings, and faking emotions. Profiles of teachers who dominantly rely on deep acting had the most adaptive patterns of analyzed outcomes, while profiles of teachers who reported higher levels of hiding feelings, regardless the level of deep acting, exhibited less desirable levels of positive affect, self-efficacy, work engagement, and job satisfaction.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2020, American Psychological Association. This paper is not the copy of record and may not exactly replicate the final, authoritative version of the article. Please do not copy or cite without authors' permission. The final article will be available, upon publication, via its DOI: 10.1037/edu0000654 |
Keywords: | teachers,emotional labor,positive indicators,latent profile analysis |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) |
Depositing User: | Pure (York) |
Date Deposited: | 25 Nov 2020 14:40 |
Last Modified: | 02 Apr 2025 23:20 |
Published Version: | https://doi.org/10.1037/edu0000654 |
Status: | In Press |
Refereed: | Yes |
Identification Number: | 10.1037/edu0000654 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:168401 |
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