Öğretmenlerin Duygusal Emek Davranışı: Pozitif Psikolojik Sermaye ve Örgütsel Bağlılığın Rolü

Abstract

The main aim of this research was to reveal the role of the positive psychological capital and organizational commitment of teachers working in high schools on their emotional labor behaviors. The research sample consisted of a total of 711 teachers, 561 of whom were from public schools and 150 of whom are from private secondary schools, all working in the city of Mersin. The data were collected using the "Positive Psychological Capital Scale" developed by Tösten and Özgan (2014), the "Emotional Labor Scale" adapted for teachers by Kıral (2016), and the "Organizational Commitment Scale" adapted into Turkish by Al (2007). The data were analyzed using multiple regression analysis. The analysis conducted on the entire sample revealed that teachers' positive psychological capital and organizational commitment explain 12% of the total variance in emotional labor. The analysis conducted on the sample from public schools revealed that these two variables together predict 11.6% of the total variance in emotional labor, while the analysis conducted on the sample from private schools revealed that organizational commitment did not significantly predict emotional labor, and that positive psychological capital alone predicted 21% of the total variance in emotional labor.