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Emotional Labor Mediates the Relationship between Clan Culture and Teacher Burnout: An Examination on Gender Difference

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  • Ying Zhang

    (College of Urban Economics and Public Administration, Capital University of Economics and Business, Beijing 100070, China)

  • Kwok Kuen Tsang

    (College of Education Administration, Faculty of Education, Beijing Normal University, Beijing 100875, China)

  • Li Wang

    (Qinghe Campus, Tsinghua University Primary School, Beijing 100085, China)

  • Dian Liu

    (Faculty of Social Sciences, University of Stavanger, 4021 Stavanger, Norway)

Abstract

Teacher burnout is a psychological syndrome affecting many teachers across the globe. Therefore, numerous studies have investigated antecedents of teacher burnout in order to provide recommendations to alleviate it. Although the studies pay attention to either the role of environmental factors, such as school culture, or individual factors, such as gender, in contributing to teacher burnout, they less frequently examine how teacher burnout is concurrently influenced by both factors. Thus, this study aims to understand the relationship between clan culture and burnout by examining the mediation effect of emotional labor and the moderating effect of gender. A sample of 467 primary and secondary schoolteachers from China participated in this study. The result demonstrated the following: (1) clan culture was negatively related to teacher burnout; (2) deep acting mediated the relationship between clan culture and teacher burnout, while surface acting did not; (3) the mediating effect of deep acting was only significant in the female group of teachers, not the male group.

Suggested Citation

  • Ying Zhang & Kwok Kuen Tsang & Li Wang & Dian Liu, 2022. "Emotional Labor Mediates the Relationship between Clan Culture and Teacher Burnout: An Examination on Gender Difference," Sustainability, MDPI, vol. 14(4), pages 1-12, February.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:4:p:2260-:d:750894
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    References listed on IDEAS

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    1. Jean‐Sébastien Boudrias & Alexandre J. S. Morin & Marie‐Michèle Brodeur, 2012. "Role of psychological empowerment in the reduction of burnout in Canadian healthcare workers," Nursing & Health Sciences, John Wiley & Sons, vol. 14(1), pages 8-17, March.
    2. Kwok Kuen Tsang & Yuan Teng & Yi Lian & Li Wang, 2021. "School Management Culture, Emotional Labor, and Teacher Burnout in Mainland China," Sustainability, MDPI, vol. 13(16), pages 1-17, August.
    3. Quddsia Sadaf & Mudassar Aziz & Gulnaz Anjum, 2019. "Role of organizational culture in psychological needs satisfaction and work engagement," Business Review, School of Economics and Social Sciences, IBA Karachi, vol. 14(1), pages 81-96, January-J.
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    Cited by:

    1. Jing Li & Soon-Yew Ju & Lai-Kuan Kong & Nana Jiang, 2023. "A Study on the Mechanism of Spiritual Leadership on Burnout of Elementary and Secondary School Teachers: The Mediating Role of Career Calling and Emotional Intelligence," Sustainability, MDPI, vol. 15(12), pages 1-16, June.
    2. Ahmet Yavuz Çamlı & Türker B. Palamutçuoğlu & Nicoleta Bărbuță-Mișu & Selin Çavuşoğlu & Florina Oana Virlanuta & Yaşar Alkan & Sofia David & Ludmila Daniela Manea, 2022. "The Moderator Effect of Communicative Rational Action in the Relationship between Emotional Labor and Job Satisfaction," Sustainability, MDPI, vol. 14(13), pages 1-25, June.
    3. Minghao Song & Pengfei Chen & Huan Cao, 2023. "Effect of School Organizational Culture on Teacher Leadership," International Journal of Higher Education, Sciedu Press, vol. 12(5), pages 1-80, October.

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