Izvorni znanstveni članak
https://doi.org/10.5559/di.26.2.05
Emotional Determinants of Exhaustion and Job Satisfaction of Elementary School Teachers
Ivana Macuka
orcid.org/0000-0002-8753-8991
; Sveučilište u Zadru, Zadar
Irena Burić
orcid.org/0000-0001-9182-968X
; Sveučilište u Zadru, Zadar
Ivana Batur
; Zadar
Sažetak
The teaching profession can be considered an emotionally
demanding one since teachers usually experience a wide
variety of pleasant and unpleasant emotions of significant
intensity. Such emotions, as well as the strategies teachers
may implement in order to regulate them, can have a
significant impact on teachers' well-being, burnout, job
satisfaction and their intention to stay in the profession. The
aim of this study was to examine the contribution of different
pleasant and unpleasant emotions that teachers experience
in relation to their students, parents, colleagues and the
educational system in general, as well as the emotional
labor strategies they implement to regulate such emotions, in
explaining teachers' emotional exhaustion (as a key
component of burnout) and job satisfaction. Hierarchical
regression analyses revealed that teachers' emotions and
emotional labor strategies have a unique significant
contribution in explaining the variance of emotional
exhaustion and job satisfaction. Teachers who experience
higher levels of unpleasant emotions of fatigue, anger and
disappointment, and use surface acting more frequently, also
experience higher levels of emotional exhaustion.
Furthermore, teachers who experience joy and pride in
relation to their students more intensely, and freely express
their naturally felt emotions, are more satisfied with their job.
Finally, teachers who experience a higher intensity of fatigue
and disappointment, and those who use surface acting more
frequently, are less satisfied with their job.
Ključne riječi
teachers; emotions; emotional labor; emotional exhaustion; job satisfaction
Hrčak ID:
183937
URI
Datum izdavanja:
30.6.2017.
Posjeta: 3.192 *