IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v14y2022i4p2205-d749791.html
   My bibliography  Save this article

The Relationship between Chinese Teachers’ Emotional Labor, Teaching Efficacy, and Young Children’s Social-Emotional Development and Learning

Author

Listed:
  • Sha Xie

    (Normal College, The GBA Institute of Educational Research, and The Institute of KEEP Collaborative Innovation, Shenzhen University, Shenzhen 518061, China)

  • Dandan Wu

    (Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong SAR, China)

  • Hui Li

    (Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai 200234, China
    Macquarie School of Education, Macquarie University, Sydney, NSW 2109, Australia)

Abstract

The existing literature has established the effects of emotional labor on teachers’ wellbeing indicators and teaching efficacy, leaving its impact on students’ outcomes unexplored. Following Grandey’s integrative model of emotional labor and social-emotional learning (SEL) framework, this study explored the relationship between teachers’ emotional labor, teaching efficacy, and young children’s social-emotional development and learning in early childhood settings. Thirteen preschools were recruited through stratified random sampling in Shenzhen, China. Altogether, 49 classrooms were involved, and three teachers and six children were sampled from each classroom, resulting in a sample of 124 teachers and 241 children. Teachers’ emotional labor strategy, sense of efficacy, and children’s social-emotional development and learning were surveyed. Structural equation modeling has confirmed that teachers’ natural and surface acting predicted their teaching efficacy. Bootstrapped mediation analysis revealed that the mediation paths from teachers’ emotional labor to children’s learning approaches and social-emotional development varied significantly for teachers in different positions. The study implies that different guidelines and training are needed for teachers in different positions to help them cope with varied emotional labor at work and promote their teaching efficacy for young children’s better development.

Suggested Citation

  • Sha Xie & Dandan Wu & Hui Li, 2022. "The Relationship between Chinese Teachers’ Emotional Labor, Teaching Efficacy, and Young Children’s Social-Emotional Development and Learning," Sustainability, MDPI, vol. 14(4), pages 1-15, February.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:4:p:2205-:d:749791
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/14/4/2205/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/14/4/2205/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. 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.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Wei Wang & Luyao Liang & Jing Luo & Hui Li & Jing Tang, 2022. "Early Childhood Teachers’ Fertility Willingness under China’s ‘Third-Child’ Policy," Sustainability, MDPI, vol. 14(16), pages 1-18, August.
    2. Sha Xie & Luyao Liang & Hui Li, 2022. "Emotional Labor and Professional Identity in Chinese Early Childhood Teachers: The Gendered Moderation Models," Sustainability, MDPI, vol. 14(11), pages 1-14, June.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    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. 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.
    3. Marta Llorca-Pellicer & Pedro Gil-LaOrden & Vicente J. Prado-Gascó & Pedro R. Gil-Monte, 2023. "Brief Version of the Frankfurt Emotional Work Scale and Gender Difference in Emotional Labour," Sustainability, MDPI, vol. 15(4), pages 1-11, February.
    4. 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.
    5. Sha Xie & Luyao Liang & Hui Li, 2022. "Emotional Labor and Professional Identity in Chinese Early Childhood Teachers: The Gendered Moderation Models," Sustainability, MDPI, vol. 14(11), pages 1-14, June.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:14:y:2022:i:4:p:2205-:d:749791. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.