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How School Climate Influences Teachers’ Emotional Exhaustion: The Mediating Role of Emotional Labor

Author

Listed:
  • Xiuping Yao

    (School of Psychology, Beijing Normal University, Beijing 100875, China)

  • Meilin Yao

    (School of Psychology, Beijing Normal University, Beijing 100875, China)

  • Xiaoli Zong

    (School of Psychology, Beijing Normal University, Beijing 100875, China)

  • Yulan Li

    (School of Psychology, Beijing Normal University, Beijing 100875, China)

  • Xiying Li

    (MOE Key Laboratory of Modern Teaching Technology, Shaanxi Normal University, Xi’an 710119, China)

  • Fangfang Guo

    (School-based Mental Health Center, Beijing Information Science and Technology University, Beijing 100192, China)

  • Guanyu Cui

    (School of Psychology, Beijing Normal University, Beijing 100875, China)

Abstract

Currently, in China, improving the quality of teachers’ emotional labor has become an urgent need for most pre-kindergarten through 12th grade (p–12) schools because the new curriculum reform highlights the role of emotion in teaching. A total of 703 primary and high school teachers in Mainland China were investigated regarding their perceptions of school climate, emotional labor strategy and emotional exhaustion via questionnaires. The findings revealed that the teachers’ perceptions of the school climate negatively affected surface acting but positively affected deep acting. Surface acting positively predicted emotional exhaustion, and deep acting had no significant effect on emotional exhaustion. Moreover, emotional labor mediated the relationship between the teachers’ perceptions of the school climate and emotional exhaustion. Programs aimed at improving the school climate and the teachers’ use of appropriate emotional labor strategies should be implemented in schools in Mainland China.

Suggested Citation

  • Xiuping Yao & Meilin Yao & Xiaoli Zong & Yulan Li & Xiying Li & Fangfang Guo & Guanyu Cui, 2015. "How School Climate Influences Teachers’ Emotional Exhaustion: The Mediating Role of Emotional Labor," IJERPH, MDPI, vol. 12(10), pages 1-13, October.
    • Handle: RePEc:gam:jijerp:v:12:y:2015:i:10:p:12505-12517:d:56831
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    Citations

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    Cited by:

    1. Liang Chen & Jeffrey Hugh Gamble & I-Hua Chen & Zeng-Han Lee & Qian-Lan Fu, 2020. "Psychometric Properties and Measurement Invariance for a Chinese Version of a Psychological Need Thwarting Scale for Teachers," IJERPH, MDPI, vol. 17(9), pages 1-18, May.
    2. Hongbiao Yin & Shenghua Huang & Wenlan Wang, 2016. "Work Environment Characteristics and Teacher Well-Being: The Mediation of Emotion Regulation Strategies," IJERPH, MDPI, vol. 13(9), pages 1-16, September.
    3. Anna Kariou & Panagiota Koutsimani & Anthony Montgomery & Olga Lainidi, 2021. "Emotional Labor and Burnout among Teachers: A Systematic Review," IJERPH, MDPI, vol. 18(23), pages 1-15, December.

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