Longitudinal effects of emotional labour on emotional exhaustion and dedication of teachers.
Longitudinal effects of emotional labour on emotional exhaustion and dedication of teachers.
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DOI：
10.1037/a0021046
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发表时间：
2010-10
影响因子：
5.1
通讯作者：
Anja Philipp;Heinz Schüpbach
中科院分区：
文献类型：
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作者：
Anja Philipp;Heinz Schüpbach
许多教师觉得教学很充实，并致力于教学，但其他人感到情绪疲惫，这表明与学生的互动可能是情感上的要求。情绪劳动对教师的身心健康有重要作用。采用两波纵向研究方法，对102名教师进行了为期1年的情绪劳动对情绪耗竭和奉献的影响研究。那些能够影响他们的情绪，在一种情况下感受到适当的情绪（所谓的深度表演）的教师在一年后感觉到的情绪疲惫明显减少。因此，从这个结果来看，深度行动可以被描述为有益健康。一旦教师感到情绪疲惫，他们就会更多地使用表面表演。相反，更专注的教师在时间2既没有更多地参与深度表演，也没有更多地参与表面表演。这表明，那些致力于教学的教师似乎不太可能采取行动。为了防止教师的情绪枯竭，发展干预措施，以促进有益健康的情绪劳动是必要的。这可以通过培养深度表演来实现，这可以在较长时间内减少情绪疲惫。
A great number of teachers find teaching fulfilling and are dedicated to it, but others feel emotionally exhausted, indicating that the interaction with pupils can be emotionally demanding. Emotional labor was shown to play an important role for the health of teachers. In a full two-wave longitudinal study over the period of 1 year, the effect of emotional labor on emotional exhaustion and dedication of 102 teachers was investigated. Teachers who were able to influence their emotions to feel the emotion appropriate in a situation (so called deep acting) felt significantly less emotionally exhausted after 1 year. From this result, deep acting can, thus, be characterized as health-beneficial. Once teachers felt emotionally exhausted, they used more surface acting. More dedicated teachers, on the contrary, did neither engage more in deep acting nor in surface acting at Time 2. This indicates that those teachers who are dedicated to teaching seem less likely to act. To prevent emotional exhaustion of teachers, the development of interventions to promote health-beneficial emotional labor is necessary. This can be achieved by fostering deep acting, which reduces emotional exhaustion over longer periods of time.