Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom: An Experience Sampling study
Emotional exhaustion is the core component in the study of teacher burnout, with significant impact on teachers’ professional lives. Yet, its relation to teachers’ emotional experiences and emotional labor during instruction remains unclear. Thirty-nine German secondary teachers were surveyed about...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2014-12-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.01442/full |
| _version_ | 1828294028373786624 |
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| author | Melanie M. Keller Mei-Lin eChang Eva S. Becker Thomas eGoetz Anne C. Frenzel |
| author_facet | Melanie M. Keller Mei-Lin eChang Eva S. Becker Thomas eGoetz Anne C. Frenzel |
| author_sort | Melanie M. Keller |
| collection | DOAJ |
| description | Emotional exhaustion is the core component in the study of teacher burnout, with significant impact on teachers’ professional lives. Yet, its relation to teachers’ emotional experiences and emotional labor during instruction remains unclear. Thirty-nine German secondary teachers were surveyed about their emotional exhaustion (trait), and via the Experience Sampling Method on their momentary (state; N = 794) emotional experiences (enjoyment, anxiety, anger) and momentary emotional labor (suppression, faking). Teachers reported that in 99% and 39% of all lessons, they experienced enjoyment and anger, respectively, whereas they experienced anxiety less frequently. Teachers reported suppressing or faking their emotions during roughly a third of all lessons. Furthermore, emotional exhaustion was reflected in teachers’ decreased experiences of enjoyment and increased experiences of anger. On an intra-individual level, all three emotions predict emotional labor, whereas on an inter-individual level, only anger evokes emotional labor. Explained variances in emotional labor (within: 39%, between: 67%) stress the relevance of emotions in teaching and within the context of teacher burnout. Beyond implying the importance of reducing anger, our findings suggest the potential of enjoyment lessening emotional labor and thereby reducing teacher burnout. |
| first_indexed | 2024-04-13T11:30:53Z |
| format | Article |
| id | doaj.art-6fed617f8a4b4673b6c8c17b7aa46af1 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-13T11:30:53Z |
| publishDate | 2014-12-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-6fed617f8a4b4673b6c8c17b7aa46af12022-12-22T02:48:35ZengFrontiers Media S.A.Frontiers in Psychology1664-10782014-12-01510.3389/fpsyg.2014.01442118409Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom: An Experience Sampling studyMelanie M. Keller0Mei-Lin eChang1Eva S. Becker2Thomas eGoetz3Anne C. Frenzel4University of KonstanzKennesaw State UniversityUniversity of KonstanzUniversity of KonstanzUniversity of MunichEmotional exhaustion is the core component in the study of teacher burnout, with significant impact on teachers’ professional lives. Yet, its relation to teachers’ emotional experiences and emotional labor during instruction remains unclear. Thirty-nine German secondary teachers were surveyed about their emotional exhaustion (trait), and via the Experience Sampling Method on their momentary (state; N = 794) emotional experiences (enjoyment, anxiety, anger) and momentary emotional labor (suppression, faking). Teachers reported that in 99% and 39% of all lessons, they experienced enjoyment and anger, respectively, whereas they experienced anxiety less frequently. Teachers reported suppressing or faking their emotions during roughly a third of all lessons. Furthermore, emotional exhaustion was reflected in teachers’ decreased experiences of enjoyment and increased experiences of anger. On an intra-individual level, all three emotions predict emotional labor, whereas on an inter-individual level, only anger evokes emotional labor. Explained variances in emotional labor (within: 39%, between: 67%) stress the relevance of emotions in teaching and within the context of teacher burnout. Beyond implying the importance of reducing anger, our findings suggest the potential of enjoyment lessening emotional labor and thereby reducing teacher burnout.http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.01442/fullExperience Sampling MethodTeacher emotionsteacher emotional laborteacher emotional exhaustionintra-individual vs. inter-individual analyses |
| spellingShingle | Melanie M. Keller Mei-Lin eChang Eva S. Becker Thomas eGoetz Anne C. Frenzel Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom: An Experience Sampling study Frontiers in Psychology Experience Sampling Method Teacher emotions teacher emotional labor teacher emotional exhaustion intra-individual vs. inter-individual analyses |
| title | Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom: An Experience Sampling study |
| title_full | Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom: An Experience Sampling study |
| title_fullStr | Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom: An Experience Sampling study |
| title_full_unstemmed | Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom: An Experience Sampling study |
| title_short | Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom: An Experience Sampling study |
| title_sort | teachers emotional experiences and exhaustion as predictors of emotional labor in the classroom an experience sampling study |
| topic | Experience Sampling Method Teacher emotions teacher emotional labor teacher emotional exhaustion intra-individual vs. inter-individual analyses |
| url | http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.01442/full |
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