期刊
EDUCATIONAL PSYCHOLOGY
卷 41, 期 10, 页码 1319-1336出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/01443410.2021.1988060
关键词
Practicing teachers; emotional labour; job satisfaction; emotional exhaustion; student engagement
资金
- Social Sciences and Humanities Research Council of Canada [SSHRC, 767-2016-1604]
This study fills a gap in research on the relationship between teachers' emotional labor and student engagement, finding that teachers' well-being and perceived student engagement directly influence their use of emotional labor strategies. Further implications for theoretical and pedagogical development are discussed.
Despite existing studies on teachers' emotional labour having been primarily correlational in nature, most researchers to date have assumed teachers' emotional labour to predict well-being outcomes (e.g. job satisfaction, burnout). Moreover, although it is commonly understood that teachers strategically manipulate their expressions of emotions (e.g. intentional displays of anger or disappointment) as effective classroom management strategies, the predictive relationship between their emotional labour and student engagement lacks empirical investigation. The present short-term longitudinal study addresses these research gaps by evaluating the directionality of relationships between teachers' emotional labour, psychological well-being, and perceived student engagement in 1,086 Canadian practicing teachers. Structural equation modelling analyses showed both teachers' well-being and perceived student engagement to directly predict their use of emotional labour strategies rather than vice versa. Further theoretical and pedagogical development implications are discussed.
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