This site uses cookies for user authentication, optional permanent login and monitoring the number of page views (Google Analytics).
Do you agree with cookies being used in accordance with our Privacy policy? You can change your decision regarding the use of cookies on the Privacy page.

I want to know more

Horizons of Psychology :: Psihološka obzorja

Scientific and Professional Psychological Journal of the Slovenian Psychologists' Association

Indexed in:
Scopus
PsycINFO
Academic OneFile

Member of DOAJ and CrossRef

sien
CONTENTS FOR AUTHORS ABOUT EDITORIAL BOARD LINKS

Search

My Account

Most viewed articles

 

« Back to Volume 29 (2020)

flag Pojdi na slovensko stran članka / Go to the article page in Slovene


Perceived job characteristics and emotional labor as factors of teachers’ work engagement

Katja Košir, Sara Tement & Marina Horvat

pdf Full text (pdf)  |  Views: 113  |  flagWritten in Slovene.  |  Published: May 8, 2020

pdf https://doi.org/10.20419/2020.29.518  |  Cited By: CrossRef (0)

Abstract: Teachers’ work engagement determines the quality of their teaching and classroom behavior. Understanding the factors that contribute to a high level of teacher engagement is thus crucial to promoting quality educational work. The existing research shows that the perceived characteristics of the working environment are an important factor of work engagement in teachers. At the same time, an important characteristic of teachers’ work is the need for emotional labor; the latter can represent either a job demand or a job resource. Based on the job demands-resources model, the purpose of the present research was to examine perceived job demands (workload) and job resources (autonomy, coworker and supervisor support) as factors of teachers’ work engagement on a sample of 344 teachers from 22 Slovenian elementary schools. In addition, we aimed to examine the potential of emotional labor strategies as either a risk factor or a protective factor for teachers’ work engagement. The results indicated that perceived autonomy positively predicted teachers’ work engagement and that emotional labor had the potential to represent both a job demand and a job resource. Surface acting was found to negatively predict work engagement, whereas deep acting was a positive predictor of work engagement. Based on our findings, we propose some measures to increase teachers’ work engagement.

Keywords: teachers, work engagement, job demands-resources model, emotional labor


Cite:
Košir, K., Tement, S., & Horvat, M. (2020). Zaznane značilnosti delovnega mesta in čustveno delo kot dejavniki delovne zavzetosti učiteljev [Perceived job characteristics and emotional labor as factors of teachers’ work engagement]. Psihološka obzorja, 29, 107–116. https://doi.org/10.20419/2020.29.518


Reference list


Bakker, A. B., & Ball, P. M. (2010). Weekly work engagement and performance: A study among starting teachers. Journal of Occupational and Organizational Psychology, 83, 189–206. CrossRef

Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22, 309–328. CrossRef

Bakker, A. B., Demerouti, E., de Boer, E., & Schaufeli, W. B. (2003). Job demands and job resources as predictors of absence duration and frequency. Journal of Vocational Behavior, 62, 341–356. CrossRef

Bakker, A. B., Hakanen, J. J., Demerouti, E., & Xanthopoulou, D. (2007). Job resources boost work engagement, particularly when job demands are high. Journal of Educational Psychology, 99, 274–284. CrossRef

Bakker, A. B., Schaufeli, W. B., Leiter, M. P., & Taris, T. W. (2008). Work engagement: An emerging concept in occupational health psychology. Work and Stress, 22, 187–200. CrossRef

Bear, G. G., Gaskins, C., Blank, J., & Chen, F. F. (2011). Delaware School Climate Survey-Student: Its factor structure, concurrent validity, and reliability. Journal of School Psychology, 49, 157–174. CrossRef

Boyar, S. L., Carr, J. C., Mosley, D. C., & Carson, C. M. (2007). The development and validation of scores on perceived work and family demand scales. Educational and Psychological Measurement, 67, 100–115. CrossRef

Brotheridge, C. M., & Grandey, A. A. (2002). Emotional labor and burnout: Comparing two perspectives of "people work". Journal of Vocational Behavior, 60, 17–39. CrossRef

Brotheridge, C. M., & Lee, R. T. (2003). Development and validation of the emotional labour scale. Journal of Occupational and Organizational Psychology, 76, 365–379. CrossRef

Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York, NY, ZDA: Guilford Press.

Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77, 113–143. CrossRef

Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86, 499–512. CrossRef

Goering, D. D., Shimazu, A., Zhou, F., Wada, T., & Sakai, E. (2017). Not if, but how they differ: A meta-analytic test of the nomological networks of burnout and engagement. Burnout Research, 5, 21–34. CrossRef

González-Romá, V., Schaufeli, W. B., Bakker, A. B., & Lloret, S. (2006). Burnout and work engagement: Independent factors or opposite poles? Journal of Vocational Behavior, 62, 165–174. CrossRef

Habe, K., & Tement, S. (2016). Flow among higher education teachers: A job demands-resources perspective. Psihološka obzorja, 25, 29–37. CrossRef

Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, 495–513. CrossRef

Hakanen, J. J., Schaufeli, W. B., & Ahola, K. (2008). The Job Demands-Resources model: A three-year cross-lagged study of burnout, depression, commitment, and work engagement. Work and Stress, 22, 224–241. CrossRef

Hallberg, U., & Schaufeli, W. B. (2006). 'Same same' but different: Can work engagement be discriminated from job involvement and organizational commitment? European Journal of Psychology, 11, 119–127. CrossRef

Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. New York, NY, ZDA: Routledge. CrossRef

Hattie, J., & Anderman, E. M. (ur.). (2013). International guide to student achievement. New York, NY, ZDA: Routledge. CrossRef

Hochschild, A. R. (1983). The managed heart: The commercialization of human feeling. Berkeley, CA, ZDA: UCP.

Hülsheger, U. R., & Schewe, A. F. (2011). On the costs and benefits of emotional labor: Meta-analysis of three decades of research. Journal of Occupational Health Psychology, 16, 361–389. CrossRef

Judge, T., Woolf, E., & Hurst, C. (2009). Is emotional labor more difficult for some than for others? A multilevel, experience-sampling study. Personnel Psychology, 62, 57–88. CrossRef

Karasek, R., Brisson, C., Kawakami, N., Houtman, I., Bongers, P., & Amick, B. (1998). The Job Content Questionnaire (JCQ): An instrument for internationally comparative assessments of psychosocial job characteristics. Journal of Occupational Health Psychology, 3, 322–355. CrossRef

Košir, K. (2017). Pedagoška psihologija za učitelje [Educational psychology for teachers]. Maribor, Slovenija: Univerzitetna založba Univerze v Mariboru in Pedagoška fakulteta Univerze v Mariboru.

Košir, K., Licardo, M, Tement, S., & Habe, K. (2014). Doživljanje stresa in izgorelosti, povezanih z delom z učenci s posebnimi potrebami pri učiteljih v osnovni šoli [Experiencing stress and burnout in primary school teachers working with special needs students]. Psihološka obzorja, 23, 110–124. CrossRef

Košir, K., Pivec, T., Klasinc, L., Špes, T., & Horvat, M. (2018). Psihosocialne značilnosti učencev kot napovedniki različnih oblik medvrstniške viktimizacije in nasilnega vedenja [Psychosocial characteristics of students as determinants of various forms of peer victimization and violent behaviour]. Psihološka obzorja, 27, 171–186. CrossRef

Košir, K., Tement, S., Licardo, M., & Habe. K. (2015). Two sides of the same coin? The role of rumination and reflection in elementary school teachers' classroom stress and burnout. Teaching and Teacher Education, 47, 131–141. CrossRef

McDonald, R. P.,, & Ho, M. H. R. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7, 64–82. CrossRef

Muthén, L., & Muthén, B. (1998-2017). Mplus user's guide. Los Angeles, CA, ZDA: Muthén in Muthén.

Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7, 133–144. CrossRef

Philipp, A., & Schüpbach, H. (2010). Longitudinal effects of emotional labor on emotional exhaustion and dedication of teacher. Journal of Occupational Health Psychology, 15, 494–504. CrossRef

Roberts, J. K., Monaco, J. P., Stovall, H., & Foster, V. (2011). Explained variance in multilevel models. V J. J. Hox in J. K. Roberts (ur.), Handbook of advanced multilevel analysis (str. 219–231). New York, NY, ZDA: Routledge.

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67. CrossRef

Schaufeli, W. B., & Bakker, A. B. (2004a). Job demands, job resources and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior, 25, 293–315. CrossRef

Schaufeli, W. B., & Bakker, A. B. (2004b). Utrecht Work Engagement Scale Preliminary Manual. Occupational Health Psychology Unit -Utrecht University. Pridobljeno s https://www.wilmarschaufeli.nl/publications/Schaufeli/Test Manuals/Test_manual_UWES_English.pdf

Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). The measurement of work engagement with a short questionnaire: A cross-national study. Educational and Psychological Measurement, 66, 701–716. CrossRef

Schaufeli, W. B., Taris, T. W., & Bakker, A. B. (2006). Dr Jekyll or Mr Hyde: On the differences between work engagement and workaholism. V R. J. Burke (ur.), Research companion to working time and work addiction (str. 193–217). Northampton, MA, ZDA: Edward Elgar Publishing.

Schaufeli, W. B., Taris, T. W., & Van Rhenen, W. (2008). Workaholism, burnout, and work engagement: Three of a kind or three different kinds of employee well‐being? Applied Psychology, 57, 173–203. CrossRef

Simbula, S., Guglielmi, D., & Schaufeli, W. B. (2011). A three-wave study of job resources, self-efficacy, and work engagement among Italian school teachers. European Journal of Work and Organizational Psychology, 20, 285–304. CrossRef

Slivar, B. (2009). Raziskava o poklicnem stresu pri slovenskih vzgojiteljih in učiteljih: povzetek. Ljubljana, Slovenija: SVIZ Sindikat vzgoje, izobraževanja, znanosti in kulture Slovenije.

Smrke, U., & Tement, S. (2020). Validacija slovenske oblike Vprašalnika čustvenega dela [Validation of Slovenian version of Emotional Labour Questionnaire]. Neobjavljen prispevek, Oddelek za psihologijo, Univerza v Mariboru.

SURS. (2018). Zaposleni v formalnem izobraževanju, Slovenija, šolsko leto 2016/2017 in 2017/2018 [Employees in formal education, Slovenia, school year 2016/2017 and 2017/2018]. Pridobljeno s https://www.stat.si/statweb/News/Index/7065

Taris, T. W, Ybema, J. W., & van Beek, I. (2017). Burnout and engagement: Identical twins or just close relatives? Burnout Research, 5, 3–11. CrossRef

Tement, S. (2014). The role of personal and key resources in the family-to-work enrichment process. Scandinavian Journal of Psychology, 55, 489–496. CrossRef

Tement, S., & Korunka, C. (2013). Does trait affectivity predict work-to-family conflict and enrichment beyond job characteristics? Journal of Psychology: Interdisciplinary and Applied, 147, 197–216. CrossRef

Tement, S., Korunka, C., & Pfifer, A. (2010). Toward the assessment of the work-family interface: Validation of the Slovenian versions of work-family conflict and work-family enrichment scales. Psihološka obzorja, 19, 53–74.

Tösten, R., & Sahin, C. (2017). Examining the teachers' emotional labor behavior. Journal of Education and Training Studies, 5, 18–27. CrossRef

Tsang, K. K. (2011). Emotional labor of teaching. Educational Research, 2, 1312–1316.

Watt, H. M. G., & Richardson, P. W. (2013). Teacher motivation and students achievement outcomes. V J. Hattie in E. M. Anderman (ur.), International guide to student achievement (str. 271–273). New York, NY, ZDA: Routledge.

Yang, L., & Li, M. J. (2009). The relationship among emotion work strategies, characters and job satisfaction in primary and middle school teachers. Psychological Development and Education, 3, 89–100.


« Back to Volume 29 (2020)