PDF(Pubmed)
Abstract：
Motivation deficit in low- and middle-income countries (LMICs) has implications for teacher well-being and education outcomes. This study, utilizing the job demand resource (JD-R) theory, explores the role of teacher identity as a motivational resource that antecedes emotional labor strategies - deep acting and surface acting. We further examined the relationship between emotional labor strategies and teacher work withdrawals - presenteeism and lateness, and the intervening role of teacher emotional exhaustion. We tested our theoretical model using 574 preschool teachers in Ghana. We found that teacher identity relates positively to deep acting but negatively to surface acting. And that deep acting relates to work withdrawals negatively whilst surface acting is associated with them positively. Deep acting diminishes work withdrawals because of its capacity to prevent emotional exhaustion, but the mediation role of emotional exhaustion in surface acting and work withdrawal links was non-significant. Our study presents preliminary evidence from an emerging economy on the central role of teacher identity (motivation component) in emotion management in an attempt to reduce emotional strain, thereby lessening negative work behaviors.
摘要：
低收入和中等收入国家（LMICs）的动机赤字对教师福祉和教育成果有影响。这项研究,利用作业需求资源(JD-R)理论，探索教师身份作为激励资源的作用，该激励资源先于情感劳动策略-深层行为和表面行为。我们进一步研究了情绪劳动策略与教师工作退出之间的关系-出勤和迟到，以及教师情绪衰竭的介入作用。我们使用加纳的574名幼儿教师测试了我们的理论模型。我们发现，教师身份与深层行为呈正相关，而与表面行为呈负相关。而且，深层作用与工作撤回呈负相关，而表面作用与它们呈正相关。深度表演减少了工作撤回，因为它有能力防止情绪疲惫，但是情绪耗竭在表面行为和工作退出环节中的中介作用并不显著。我们的研究提供了来自新兴经济体的初步证据，证明了教师身份（动机成分）在情绪管理中的核心作用，以减少情绪压力，从而减少消极的工作行为。
