Emotional labor, social support, and their relationships to job burnout among Elementary School Teachers of Taichung city

• Main Authors: Chung-Ping Hsieh, 謝中平
• Other Authors: Chih-Cheng Lo
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/63873770962207101612

碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 97 === Abstract The main purpose of this study is to investigate the relationships among emotional labor、social support and job burnout of elementary school teachers by using semi-structure interview and survey data gathered from 236 elementary school teachers in Taichung City. Based on above, descriptive statistics, t-test, one-way ANOVA, and Pearson product-moment correlation are employed to explore the variance and relationships among these factors. Although early research suggested that the presentation of emotional labor had deleterious effects on job stress, the results of the study indicate that teachers received more social support and more emotional labor, but perceived less job burnout than average. Variation in the consequences of emotional labor may be due to the different forms of social support involved and different respondents’ backgrounds. There is also evidence that the effects of emotional labor are specified by elementary teachers’ social support. While social support is negatively associated with increased emotional labor, similar results were found for the negative relationships of social support with job burnout. However, statistical tests have shown partly significant relationships between emotional labor, namely, Both the use of surface-level emotional labor,and the degrees of interaction of emotional labor can predict labor burnout level。 as a predictor and job burnout; As a result, there is little evidence of interaction effects of emotional labor and job burnout. Finally, implications of the study for future research and educational administration on job burnout are discussed. Keywords：emotional labor, social support, job burnout