A Longitudinal Investigation of Teachers' Emotional Labor, Well-Being, and Perceived Student Engagement

Autor/inn/en	Wang, Hui; Hall, Nathan C.; King, Ronnel B.
Titel	A Longitudinal Investigation of Teachers' Emotional Labor, Well-Being, and Perceived Student Engagement
Quelle	In: Educational Psychology, 41 (2021) 10, S.1319-1336 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Hui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2021.1988060
Schlagwörter	Teacher Attitudes; Emotional Response; Teacher Characteristics; Well Being; Learner Engagement; Foreign Countries; Job Satisfaction; Teacher Burnout; Fatigue (Biology); Longitudinal Studies; Correlation; Canada + Suchen Sie Ihr Suchwort? Lehrerverhalten; Emotionales Verhalten; Well-being; Wellness; Wohlbefinden; Ausland; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Fatigue; Ermüdung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Kanada
Abstract	Despite existing studies on teachers' emotional labour having been primarily correlational in nature, most researchers to date have assumed teachers' emotional labour to predict well-being outcomes (e.g. job satisfaction, burnout). Moreover, although it is commonly understood that teachers strategically manipulate their expressions of emotions (e.g. intentional displays of anger or disappointment) as effective classroom management strategies, the predictive relationship between their emotional labour and student engagement lacks empirical investigation. The present short-term longitudinal study addresses these research gaps by evaluating the directionality of relationships between teachers' emotional labour, psychological well-being, and perceived student engagement in 1,086 Canadian practicing teachers. Structural equation modelling analyses showed both teachers' well-being and perceived student engagement to directly predict their use of emotional labour strategies rather than vice versa. Further theoretical and pedagogical development implications are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01