TY  - JOUR
PY  - 2015//
TI  - How school climate influences teachers' emotional exhaustion: the mediating role of emotional labor
JO  - International journal of environmental research and public health
A1  - Yao, Xiuping
A1  - Yao, Meilin
A1  - Zong, Xiaoli
A1  - Li, Yulan
A1  - Li, Xiying
A1  - Guo, Fangfang
A1  - Cui, Guanyu
SP  - 12505
EP  - 12517
VL  - 12
IS  - 10
N2  - Currently, in China, improving the quality of teachers' emotional labor has become an urgent need for most pre-kindergarten through 12th grade (p-12) schools because the new curriculum reform highlights the role of emotion in teaching. A total of 703 primary and high school teachers in Mainland China were investigated regarding their perceptions of school climate, emotional labor strategy and emotional exhaustion via questionnaires. The findings revealed that the teachers' perceptions of the school climate negatively affected surface acting but positively affected deep acting. Surface acting positively predicted emotional exhaustion, and deep acting had no significant effect on emotional exhaustion. Moreover, emotional labor mediated the relationship between the teachers' perceptions of the school climate and emotional exhaustion. Programs aimed at improving the school climate and the teachers' use of appropriate emotional labor strategies should be implemented in schools in Mainland China.<p />  <p>Language: en</p>
LA  - en
SN  - 1661-7827
UR  - http://dx.doi.org/10.3390/ijerph121012505
ID  - ref1
ER  -