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Emotional Labor and Burnout among Teachers: A Systematic Review

Author

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  • Anna Kariou

    (Department of Educational & Social Policy, School of Social Sciences, Humanities and Arts, University of Macedonia, 54636 Thessaloniki, Greece)

  • Panagiota Koutsimani

    (Department of Educational & Social Policy, School of Social Sciences, Humanities and Arts, University of Macedonia, 54636 Thessaloniki, Greece)

  • Anthony Montgomery

    (Department of Educational & Social Policy, School of Social Sciences, Humanities and Arts, University of Macedonia, 54636 Thessaloniki, Greece)

  • Olga Lainidi

    (Department of Educational & Social Policy, School of Social Sciences, Humanities and Arts, University of Macedonia, 54636 Thessaloniki, Greece)

Abstract

A significant amount of emotional labor takes place during teaching. Teaching is a multitasking profession that consists of both cognitive and emotional components, with teachers engaging in emotional labor on a daily basis as an instrumental part of achieving teaching goals and positive learning outcomes. The purpose of the present review was to explore the relationship between emotional labor and burnout in school settings. The review focused specifically on teachers from elementary and high schools, between January 2006 and August 2021, and 21 studies fit the inclusion criteria. Overall, the review of the literature supports the significant associations between burnout and emotional labor with the majority of results pointing to the consistent relationship between surface acting and burnout. However, the results regarding the association of deep acting and naturally felt emotions with burnout were mixed. There is considerable scope for improvement in our study of emotional labor in terms of the study designs we employ, the variables we study and our appreciation of the historical and cultural factors that moderate and mediate the relationship between emotional labor and burnout.

Suggested Citation

  • Anna Kariou & Panagiota Koutsimani & Anthony Montgomery & Olga Lainidi, 2021. "Emotional Labor and Burnout among Teachers: A Systematic Review," IJERPH, MDPI, vol. 18(23), pages 1-15, December.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:23:p:12760-:d:694335
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    References listed on IDEAS

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    1. Mariano Meseguer de Pedro & María Magdalena Fernández-Valera & Mariano García-Izquierdo & María Isabel Soler Sánchez, 2021. "Burnout, Psychological Capital and Health during COVID-19 Social Isolation: A Longitudinal Analysis," IJERPH, MDPI, vol. 18(3), pages 1-11, January.
    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. Edith Anomneze & Dorothy Ugwu & Ibeawuchi Enwereuzor & Leonard Ugwu, 2016. "Teachers’ Emotional Labour and Burnout: Does Perceived Organizational Support Matter?," Asian Social Science, Canadian Center of Science and Education, vol. 12(2), pages 1-9, February.
    4. Xiuping Yao & Meilin Yao & Xiaoli Zong & Yulan Li & Xiying Li & Fangfang Guo & Guanyu Cui, 2015. "How School Climate Influences Teachers’ Emotional Exhaustion: The Mediating Role of Emotional Labor," IJERPH, MDPI, vol. 12(10), pages 1-13, October.
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    Cited by:

    1. Mélèa Saïd & Sofia Temam & Stephanie Alexander & Nathalie Billaudeau & Marie Zins & Sofiane Kab & Marie-Noël Vercambre, 2022. "Teachers’ Health: How General, Mental and Functional Health Indicators Compare to Other Employees? A Large French Population-Based Study," IJERPH, MDPI, vol. 19(18), pages 1-15, September.
    2. Helia Carmen Peris-Ramos & María Carreira Míguez & Stephanie Rodriguez-Besteiro & Susana David-Fernandez & Vicente Javier Clemente-Suárez, 2024. "Gender-Based Differences in Psychological, Nutritional, Physical Activity, and Oral Health Factors Associated with Stress in Teachers," IJERPH, MDPI, vol. 21(4), pages 1-16, March.

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