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School Management Culture, Emotional Labor, and Teacher Burnout in Mainland China

Author

Listed:
  • Kwok Kuen Tsang

    (College of Education Administration, Faculty of Education, Beijing Normal University, Beijing 100875, China)

  • Yuan Teng

    (Faculty of Education, Central China Normal University, Wuhan 430079, China)

  • Yi Lian

    (Faculty of Education, Chinese University of Hong Kong, Hong Kong 999077, China)

  • Li Wang

    (Qinghe Campus, Tsinghua University Primary School, Beijing 100085, China)

Abstract

The literature suggests that teacher burnout is influenced by the market and hierarchy cultures of school management and teachers’ emotional labor strategies of surface and deep acting. However, studies have suggested that school management cultures and emotional labor strategies may not function independently based on the emotional labor theory. Nevertheless, the literature has paid less attention to the relationship between the school management cultures, emotional labor, and teacher burnout. Therefore, this study aims to investigate the relationship between the three variables in China via an online questionnaire survey. After surveying 425 kindergarten, primary and secondary teachers who participated in a professional development program organized by a public university in Beijing, the study found that teacher burnout was positively related to market culture but negatively related to hierarchy culture. Moreover, the impact of the market culture was fully mediated by surface acting while the impact of hierarchy culture was partially mediated by surface acting and deep acting.

Suggested Citation

  • Kwok Kuen Tsang & Yuan Teng & Yi Lian & Li Wang, 2021. "School Management Culture, Emotional Labor, and Teacher Burnout in Mainland China," Sustainability, MDPI, vol. 13(16), pages 1-17, August.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:16:p:9141-:d:614977
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    Citations

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    Cited by:

    1. Jing Li & Soon-Yew Ju & Lai-Kuan Kong & Nana Jiang, 2023. "A Study on the Mechanism of Spiritual Leadership on Burnout of Elementary and Secondary School Teachers: The Mediating Role of Career Calling and Emotional Intelligence," Sustainability, MDPI, vol. 15(12), pages 1-16, June.
    2. Sha Xie & Luyao Liang & Hui Li, 2022. "Emotional Labor and Professional Identity in Chinese Early Childhood Teachers: The Gendered Moderation Models," Sustainability, MDPI, vol. 14(11), pages 1-14, June.
    3. Marta Llorca-Pellicer & Pedro Gil-LaOrden & Vicente J. Prado-Gascó & Pedro R. Gil-Monte, 2023. "Brief Version of the Frankfurt Emotional Work Scale and Gender Difference in Emotional Labour," Sustainability, MDPI, vol. 15(4), pages 1-11, February.
    4. Ying Zhang & Kwok Kuen Tsang & Li Wang & Dian Liu, 2022. "Emotional Labor Mediates the Relationship between Clan Culture and Teacher Burnout: An Examination on Gender Difference," Sustainability, MDPI, vol. 14(4), pages 1-12, February.
    5. Sha Xie & Dandan Wu & Hui Li, 2022. "The Relationship between Chinese Teachers’ Emotional Labor, Teaching Efficacy, and Young Children’s Social-Emotional Development and Learning," Sustainability, MDPI, vol. 14(4), pages 1-15, February.
    6. 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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