Author(s): Elif ERGÃN* Türkan ARGON
Emotional labor can be described as managing feelings in accordance with professional rules. People sometimes need to enhance, suppress or fake their emotions to modify their emotional expression. As in every profession, teaching is also intertwined with the feelings. Sometimes teachers need to restrict, change or hide their feelings in classroom as a part of their job. Since the emotional labor requires a specific effort, it is thought that the teachers? emotional labor behaviour might be related with teachers? beliefs on their occupation and education system. For this reason the aim of this study was to explore the teachers? levels of believe in education and their emotional labour behaviour level. This study also focused on the relationship between these variables. In the study, a survey method in a quantitative research approach was adopted. The population of the study consisted of 311 teachers employed in various school levels during the 2015-2016 academic term. Throughout the study, two different scales; namely, ?Emotional Lobor Scale?, ?Teachers? Levels of Believe in Education Scale (TLBES)? were used to gather data. To analyze data means and standart deviation and correlation analysis were used. The findings of the study revealed that teachers? levels of believe in education are at ?slightly agree? level, their emotional labor behavour is at ?sometimes? level and there is a low, positive and statistically significant relationship between teachers? levels of believe in education and their emotional labor behaviour.
The Journal of International Social Research received 7760 citations as per Google Scholar report
