标题：Öğretmenlerin Özerklik Davranışları ile Duygusal Emekleri Arasındaki İlişki / The Relationship between Teachers’ Autonomy Behaviors and Emotional Labor
期刊名称：e-International Journal of Educational Research
印刷版ISSN：1309-6265
出版年度：2021
卷号：12
期号：5
页码：89-117
DOI：10.19160/e-ijer.897847
语种：Turkish
出版社：E-International Journal of Educational Research
摘要：The purpose of this study is to determine the relationship between teacher autonomy and emotional labor. The population for the study, designed in relational survey model, is composed of teachers who worked at primary, secondary and high schools in Muğla province and the sample were selected through the disproportionate cluster sampling technique. The data was gathered with the Teacher Autonomy Scale and the Emotional Labour Scale. Descriptive statistics, t-test, ANOVA and multiple regression analysis were used to analyse the data. According to the results obtained from the study, the general autonomy behaviors of teachers were determined to be above the moderate level and among the dimensions of autonomy, teachers displayed teaching autonomy the most. It was also identified that teacher autonomy differed significantly by school type and school level, whereas it did not differ significantly by gender and seniority. On the other hand, teachers indicated that they display naturally felt emotions the most among the dimensions of emotional labor. Teachers’ emotional labor behaviors differed significantly by gender, whereas they did not differ significantly by school type, school level, and seniority. According to the results of regression analysis it was determined that there was a significant and close to moderate level of relationship between all dimensions of emotional labor and teaching, curriculum, communication and general teacher autonomy. However, a significant and low level of relationship was found between the dimensions of emotional labor and professional development autonomy. Last but not least, expression of naturally- felt emotions was identified as a significant predictor of all the dimensions of teacher autonomy.
