An Empirical Study on the Relationships between Emotional labor and Job Engagement Among the Kaohsiung City Elementary School Teachers：The Moderating Effects of Positive Psychological Capital

• Main Authors: Pin-Jung Yu, 余品蓉
• Other Authors: Hui-Chuan Wei
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/6n7k24

碩士 === 國立中正大學 === 教學專業發展數位學習碩士在職專班 === 103 === Recently low birthrates have caused a decrease in student enrollment among many schools. This causes many seperate low student classes to be merged into a single high student class.Students are now exhibiting increasingly aggressive behaviors including bullying other students. Current laws in Taiwan forbid teachers from implementing physical punishment as negative reinforcement but rather encouraging teachers to teach with positive reinforcment. With these factors, students’ parents put more pressure on the teachers, increasing stress and emotional labor. Because this incident is hapenning at an increasing rate, a great importance is placed on emotional labor.Therefore, this is one of research motivation of my study. The purpose of this study is to establish the theoretical model of teachers’ emotional labor, positive psychological capital, and job engagement to analyze the relevance between emotional labor and job engagement of the public elementary school teachers in Kaohsiung City. Secondly, to analyze the direct and indirect relationships with positive psychological capital as the moderating variables. The samples were collected from the full-time public elementary school teachers in Kaohsiung City with stratified sampling. A total of 700 questionnaires were administererd and 566 effective respondents were acquired, yielding a response rate of 81%. The structural questionnaires used in the study included three constructs of teachers’ emotional labor, positive psychological capital, and job engagement. SPSS and AMOS were applied to analyze the relationships among the variables. The empirical results showed that emotional labor of surface acting had a significantly negative impact on job engagement. Within emotional labor, both deep acting and expression of naturally felt emotions had a significantly positive impact on job engagement. Positive psychological capital also had a significantly positive impact on job engagement. Positive psychological capital caused moderating effects between teachers’ surface acting and job engagement. Moreover, teachers’ personality characteristics indicated statistical significance in terms of teachers’ emotional labor, positive psychological capital, and job engagement. The results hope to make up the multilevel theory and contribute to the practical field.