Early childhood educators’ emotional labor and burnout in an emerging economy: The mediating roles of affective states
Early childhood educators’ emotional labor and burnout in an emerging economy: The mediating roles of affective states
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Date
2023
Authors
Ntim, Seth Yeboah
Qin, Jinliang
Antwi, Collins Opoku
Aboagye, Michael Osei
Chen, Siyuan
Mensah, Elijah Takyi
Journal Title
Journal ISSN
Volume Title
Publisher
Heliyon
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 conser-
vation 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 di-
rections for further research have been discussed.
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Citation
Ntim, S. Y., Qin, J., Antwi, C. O., Aboagye, M. O., Chen, S., & Mensah, E. T. (2023). Early childhood educators’ emotional labor and burnout in an emerging economy: The mediating roles of affective states. Heliyon, 9(3).