Emotional Labour, Burnout and Job Satisfaction in UK Teachers: The Role of Workplace Social Support

Autor/inn/en	Kinman, Gail; Wray, Siobhan; Strange, Calista
Titel	Emotional Labour, Burnout and Job Satisfaction in UK Teachers: The Role of Workplace Social Support
Quelle	In: Educational Psychology, 31 (2011) 7, S.843-856 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2011.608650
Schlagwörter	Foreign Countries; Teaching (Occupation); Teaching Conditions; Teacher Burnout; Emotional Response; Psychological Patterns; Job Satisfaction; Social Support Groups; Anxiety; Secondary School Teachers; Evidence; Questionnaires; Employment Experience; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Teaching; Lehrberuf; Lehrbedingungen; Unterrichtsbedingungen; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Emotionales Verhalten; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Social support; Soziale Unterstützung; Angst; Evidenz; Fragebogen; Occupational experience; Job experience; Work experience; Berufserfahrung; Großbritannien
Abstract	Although teaching has been described as a profoundly emotional activity, little is known about the emotional demands faced by teachers or how this impacts on their well-being. This study examined relationships between "emotional labour", burnout (emotional exhaustion, depersonalisation and personal accomplishment) and job satisfaction in a sample of UK teachers. Also examined was whether workplace social support moderated any relationships found between emotional labour and strain. The relationship between job experience and emotional labour was also investigated. Six hundred and twenty-eight teachers working in secondary schools in the UK completed questionnaires. Significant associations were observed between emotional labour and all outcomes, with a positive relationship found between emotional labour and personal accomplishment. Some evidence was found that social support mitigates the negative impact of emotional demands on emotional exhaustion, feelings of personal accomplishment and job satisfaction. More experienced teachers reported higher levels of emotional labour. Findings highlight the need for teacher-training programmes to raise awareness of the emotional demands of teaching and consider ways to enhance emotion regulation skills in experienced as well as recently qualified staff. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10