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Direct and Indirect Effects of Effort Reward Imbalance in the Education Sector in Tunisia: The Roles of Emotional Labor and Work Autonomy

Author

Listed:
  • Balsam Touaiti

    (AMU - Aix Marseille Université)

  • Delphine Lacaze

    (AMU - Aix Marseille Université)

Abstract

The present research examined emotional labor and its sub-dimensions as mediators, and work autonomy as a moderator of the relationship between Effort Reward Imbalance (ERI – Siegrist, 1996) and work outcomes (burnout and organizational commitment). Survey data were collected in two distinct studies from 137 and 291 Tunisian teachers. The hypotheses derived from the ERI and the emotional labor theories (Hochschild, 1983). Structural equation modeling analyses indicated that emotional labor mediated the relationship between ERI and burnout but not between ERI and organizational commitment. This unexpected result was explained in study 2, which showed the distinct effects of the three dimensions of emotional labor: deep acting only mediated the relationship between ERI and organizational commitment. Surface acting only mediated the relationship between ERI and burnout. As for emotional consonance, it mediated the relationships between ERI and professional burnout on the one hand and ERI and organizational commitment on the other hand. Work autonomy moderated the relationship between ERI and burnout. Theoretical and practical implications of the differential mediating effects of emotional labor dimensions and of the moderating effect of work autonomy are discussed.

Suggested Citation

  • Balsam Touaiti & Delphine Lacaze, 2024. "Direct and Indirect Effects of Effort Reward Imbalance in the Education Sector in Tunisia: The Roles of Emotional Labor and Work Autonomy," Post-Print hal-04693989, HAL.
    • Handle: RePEc:hal:journl:hal-04693989
    DOI: 10.3917/grhu.132.0060
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