Abstract
The emotional aspects of teaching are important and teachers’ emotional labor, or, how teachers manage emotions at school, has been attracting more and more attention recently. Using multi-group structural equation modeling, this study investigated the measurement invariance of, and the relationships between, teachers’ emotional labor strategies and teaching satisfaction. Participants included teachers from primary and secondary schools in Hong Kong and mainland China. Three sets of group comparisons have been made between female and male teachers, between primary and secondary school teachers, and between teachers in Hong Kong and mainland China. The multi-group invariance tests showed no significant subgroup differences in the measurement and structural models. Thus, there was no difference of ‘kind.’ However, some differences of ‘degree’ were observed across genders, grade levels and regions. These differences in the relationship between surface/deep acting and teaching satisfaction can be attributed to the possible influence of some cognitive factors and socio-cultural contexts. With due methodological rigor, the results of this study provide deeper understanding of teachers’ emotional labor and its relationship with teaching satisfaction.
Highlights
Over the past decades, researchers have recognized and investigated the roles of emotions and emotion regulation in the workplace (Hochschild, 1983; Grandey, 2000; Grandey and Melloy, 2017)
The results showed that the baseline model (Model 1) demonstrated good model fits for all three comparison trials
For gender and grade level comparison, the results showed that the deceases in Comparative Fit Index (CFI) were all less than 0.01 and there were no significant differences between Models 1 and
Summary
Researchers have recognized and investigated the roles of emotions and emotion regulation in the workplace (Hochschild, 1983; Grandey, 2000; Grandey and Melloy, 2017). Emotional labor has been conceptualized as the process during which employees manage their emotions for a wage (Hochschild, 1983). There are three types of ELSs: surface acting, deep acting (DA) and the expression of naturally felt emotions. Surface acting (SA) is related to hiding or faking emotions and to a dissonance between expressed emotions and inner feelings. Deep acting (DA) refers to modifying or changing one’s inner feelings at the outset and naturally expressing the required emotions (Hochschild, 1983). The expression of naturally felt emotions (ENFE) means expressing felt emotions without
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