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

1
School of Psychology, Beijing Normal University, Beijing 100875, China
2
MOE Key Laboratory of Modern Teaching Technology, Shaanxi Normal University, Xi’an 710119, China
3
School-based Mental Health Center, Beijing Information Science and Technology University, Beijing 100192, China
*
Author to whom correspondence should be addressed.
Academic Editor: Sir Cary L. Cooper
Int. J. Environ. Res. Public Health 2015, 12(10), 12505-12517; https://doi.org/10.3390/ijerph121012505
Received: 18 August 2015 / Revised: 25 September 2015 / Accepted: 28 September 2015 / Published: 8 October 2015
(This article belongs to the Special Issue Occupational Stress, Human Health and Wellbeing)
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. View Full-Text
Keywords: school climate; emotional labor; surface action; deep action; emotional exhaustion; teacher school climate; emotional labor; surface action; deep action; emotional exhaustion; teacher
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Yao, X.; Yao, M.; Zong, X.; Li, Y.; Li, X.; Guo, F.; Cui, G. How School Climate Influences Teachers’ Emotional Exhaustion: The Mediating Role of Emotional Labor. Int. J. Environ. Res. Public Health 2015, 12, 12505-12517.

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