Abstract
Purpose: Emotional labor is generally seen as a response to organizational display rules, which seek to guide the employee’s emotional expressions in such a way as to benefit the organization – generally by increasing customer satisfaction and fostering a positive regard for the organization itself. This study aims to investigate the degree to which a workshop intervention providing information about emotional labor and targeting effective coping strategies could have an effect on teachers’ burnout. Design/methodology/approach: Using a sample of educators in primary and secondary schools, participants completed a pre-intervention survey, the training intervention and a post-intervention survey six months after the training. Findings: Findings indicate that helpful coping strategy responses increased from pre-intervention to post-intervention. Regression tests showed the relationships between emotional labor and burnout weakened from time 1 to time 2. Originality/value: These findings suggest that a brief, 60 min, intervention was effective in reducing the strength of the relationship between emotional labor and burnout. Implications for research and practice are discussed.
Original language | English (US) |
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Pages (from-to) | 1033-1048 |
Number of pages | 16 |
Journal | Management Research Review |
Volume | 42 |
Issue number | 9 |
DOIs | |
State | Published - Sep 16 2019 |
Keywords
- Burnout
- Coping strategies
- Emotional labor
- Organizational theory and behavior
- Stress
- Teachers
- Wellness
ASJC Scopus subject areas
- General Business, Management and Accounting