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Abstract：
The costs and benefits of preschool teachers\' emotional labor on the quality of education manifest in how emotional labor relates to well-being. Building on the theoretical foundation of conservation of resources theory (COR), this study explores the influence of emotional labor on burnout and the intervening roles of affective states (i.e., positive and negative affect). Our hypotheses were tested using cross-sectional data from 574 preschool teachers in Ghana. The results suggest that surface acting induces emotional exhaustion whilst diminishing personal accomplishment, but deep acting reduces depersonalization. Further, negative affect mediated surface acting and dimensions of burnout relationships. Also, positive affect mediated surface acting and deep acting, and personal accomplishment links. Theoretical and practical implications as well as directions for further research have been discussed.
摘要：
幼儿教师情感劳动对教育质量的成本和收益表现在情感劳动与幸福感的关系上。在资源节约理论(COR)的理论基础上，本研究探讨了情绪劳动对倦怠的影响以及情绪状态的干预作用(即，正面和负面影响)。我们的假设是使用加纳574名幼儿教师的横截面数据进行检验的。结果表明，表面行为会引起情绪疲惫，同时降低个人成就感，但是深度表演减少了人格解体。Further,负面影响介导的表面作用和倦怠关系的维度。此外，积极影响介导的表面作用和深层作用，和个人成就联系。讨论了理论和实践意义以及进一步研究的方向。
