Ntim Seth Yeboah, Qin Jinliang, Antwi Collins Opoku, Aboagye Michael Osei, Chen Siyuan, Mensah Elijah Takyi
International Institute of Children and Cultural Studies, Zhejiang Normal University, Hangzhou, 310012, China.
Center for Tourism Studies, College of Geography & Environmental Science, Zhejiang Normal University, Jinhua, 321004, China.
Heliyon. 2023 Feb 26;9(3):e14053. doi: 10.1016/j.heliyon.2023.e14053. eCollection 2023 Mar.
The costs and benefits of preschool teachers' emotional labor on the quality of education manifest in how emotional labor relates to well-being. Building on the theoretical foundation of conservation of resources theory (COR), this study explores the influence of emotional labor on burnout and the intervening roles of affective states (i.e., positive and negative affect). Our hypotheses were tested using cross-sectional data from 574 preschool teachers in Ghana. The results suggest that surface acting induces emotional exhaustion whilst diminishing personal accomplishment, but deep acting reduces depersonalization. Further, negative affect mediated surface acting and dimensions of burnout relationships. Also, positive affect mediated surface acting and deep acting, and personal accomplishment links. Theoretical and practical implications as well as directions for further research have been discussed.
学前教师情绪劳动对教育质量的成本与效益体现在情绪劳动与幸福感的关联方式上。基于资源守恒理论（COR）的理论基础，本研究探讨了情绪劳动对职业倦怠的影响以及情感状态（即积极情感和消极情感）的中介作用。我们使用来自加纳574名学前教师的横断面数据对假设进行了检验。结果表明，表层扮演会引发情绪耗竭，同时降低个人成就感，但深层扮演会减少去个性化。此外，消极情感中介了表层扮演与职业倦怠各维度之间的关系。而且，积极情感中介了表层扮演与深层扮演以及个人成就感之间的联系。本文还讨论了理论和实践意义以及进一步研究的方向。
