文章基本信息
- 标题：Teachers’ Emotional Labour and Burnout: Does Perceived Organizational Support Matter?
- 本地全文：下载
- 作者：Edith Anomneze ; Dorothy Ugwu ; Ibeawuchi Enwereuzor 等
- 期刊名称：Asian Social Science
- 印刷版ISSN：1911-2017
- 电子版ISSN：1911-2025
- 出版年度：2016
- 卷号：12
- 期号：2
- 页码：9
- DOI：10.5539/ass.v12n2p9
- 出版社：Canadian Center of Science and Education
- 摘要：
The study investigated the moderating role of perceived organizational support on emotional labour–burnout relation among 323 secondary school teachers in Enugu State, Nigeria. Participants completed the Teacher Emotional Labor Scale (TELS), Survey of Perceived Organizational Support (SPOS), and Maslach Burnout Inventory (MBI). Results showed that surface acting, deep acting, and POS significantly predicted emotional exhaustion. Only deep acting and POS significantly predicted depersonalization whereas surface acting did not. Both the two-way interaction terms between surface acting and POS, and that between deep acting and POS were not significant in predicting either emotional exhaustion or depersonalization.
- 其他摘要：The study investigated the moderating role of perceived organizational support on emotional labour–burnout relation among 323 secondary school teachers in Enugu State, Nigeria. Participants completed the Teacher Emotional Labor Scale (TELS), Survey of Perceived Organizational Support (SPOS), and Maslach Burnout Inventory (MBI). Results showed that surface acting, deep acting, and POS significantly predicted emotional exhaustion. Only deep acting and POS significantly predicted depersonalization whereas surface acting did not. Both the two-way interaction terms between surface acting and POS, and that between deep acting and POS were not significant in predicting either emotional exhaustion or depersonalization.
