Abstract
<p>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.</p>
Highlights
Teachers occupy a central role in the delivery of quality education to students
In the third step, perceived organizational support (POS) was entered, followed by the two-way interaction terms between surface acting and POS in the fourth step, and lastly, the two-way interaction terms between deep acting and POS was entered in the fifth step
Human resource (HR) managers can utilize the knowledge derived from this study to promote a work setting that bolsters the probability of deep acting and organizational support
Summary
Teachers occupy a central role in the delivery of quality education to students. In the same vein, Kinman et al (2011) as well as Mukundan and Ahour (2011) cited several studies that attest to the fact that the teaching profession is more stressful than the average stress levels of individuals working in other human service-related occupations This is really worrisome as recent researchers have increasingly considered burnout as a significant workplace strain found to be associated with poor job performance and poor psychological and physical health of employees (Brouwers et al, 2011; Fernet, Guay, Senécal, & Austin 2012). It is the students who bear the brunt of the teacher’s burnt-out as it may impact negatively on the academic performance of the students
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