Abstract
The research aims to investigate the main areas of influence on work motivation and personal satisfaction in intensive emotional labour ambit: teaching profession. Once explained the concepts related to the process of negative influence on engagement, motivation, and poor performance effects, capable of attacking health (burnout), the authors decided to investigate the preponderant aspects of resilience to hostile and emotional labour-intensive work contexts. In this direction, the authors opted for field analysis, through the help of questionnaires on a vast cross-regional sample of professional teachers working in Italian public schools, on the other hand, it has been sampled the category of aspiring teachers (in literature observed as higher early stage motivated). It has been possible to attribute the role of activator of resilience to the ability to making-sense of the role and job carried out, resorting to the interpretative power of aphorisms, according to individual and institutional social responsibility. In this sense, teachers would demonstrate high resilience levels, validating the existence of a crucial power in making-sense against emotional labour intensity and hostile work environment, considering themselves however satisfied beyond the difficulties.
Highlights
If the motivational activity would be a difficult task, to be motivated would be the fundamental power to guarantee great quality in public services as the teaching profession should provide in terms of individual and institutional social responsibility (Afsar, Maqsoom, Shahjehan, Afridi, Nawaz, & Fazliani, 2020)
The study proposed uses the concept of emotional labour (EL) to investigate areas of pressure and strain for teachers in Italy of all orders and grades in public schools, according to the evidence that teaching would be a typical occupation for Italian citizens (1 million teachers on 3 million of total employed in Italian-public-sector1)
Scarce research production would reflect the attention on the antecedents to resilience power against EL especially in a public education context, while greater interest was reserved for nursing, professional service firms‟ employees (PSFEs), and street level bureaucrats (SLBs) (Kinman & Leggetter, 2016; Hochschild, 1983; Fineman, 2012; Gillman et al, 2015; Brunetto et al, 2016; Elliott, 2017; Rayner & Espinoza, 2016) except in terms of emotional intelligence (Salovey & Mayer, 1990), improvement for teachers (Yin, 2015)
Summary
If the motivational activity would be a difficult task, to be motivated would be the fundamental power to guarantee great quality in public services as the teaching profession should provide in terms of individual and institutional social responsibility (Afsar, Maqsoom, Shahjehan, Afridi, Nawaz, & Fazliani, 2020). The aphorisms could better shape the lines of intangible attribution (Cardon, Zietsma, Saparito, Matherne, & Davis, 2005) In this case, the authors use quotes from “The Little Prince” (de Saint-Exupéry, 1961) to better explain quite evanescent concepts (Cardon et al, 2005). The authors use quotes from “The Little Prince” (de Saint-Exupéry, 1961) to better explain quite evanescent concepts (Cardon et al, 2005) In this sense, teachers would demonstrate likely greater job satisfaction regarding their educational profession because of the wider opportunities range to pursue the public interest through their role (Li & Wang, 2016), following an issue already opened by
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