{"title":"An empirical study on the relationship between emotional labor and work performance among university teachers.","authors":"Danna Hao","doi":"10.3389/fpsyg.2024.1470436","DOIUrl":null,"url":null,"abstract":"<p><p>This study is based on the theory of emotional events and explores the relationship between emotional labor and the job performance of university teachers. Relevant data was obtained through a questionnaire, and a structural equation model was constructed for path analysis. The study found that the surface performance of university teachers has a significant negative impact on relationship performance and task performance; deep performance and proactive authenticity of university teachers have a significant positive impact on relationship performance, task performance, and adaptability performance, respectively; the passive reality of university teachers has a significant negative impact on relationship performance, task performance, and adaptability performance. Based on research findings, this study proposes suggestions for the performance evaluation mechanism of university teachers, including improving the recruitment methods, increasing the emotional labor assessment and incentive mechanism, focusing on alleviating negative emotions of teachers, strengthening the awareness guidance and education of school management and teachers on emotional labor, establishing training courses on emotional labor for teachers, arranging various activities reasonably, and creating a good working atmosphere. Ultimately, these suggestions aim to help university teachers recognize the significance of emotional labor, promote their educational and teaching work, and provide new methods and paths for improving the work performance of university teachers.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":null,"pages":null},"PeriodicalIF":2.6000,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11492682/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Frontiers in Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.3389/fpsyg.2024.1470436","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
This study is based on the theory of emotional events and explores the relationship between emotional labor and the job performance of university teachers. Relevant data was obtained through a questionnaire, and a structural equation model was constructed for path analysis. The study found that the surface performance of university teachers has a significant negative impact on relationship performance and task performance; deep performance and proactive authenticity of university teachers have a significant positive impact on relationship performance, task performance, and adaptability performance, respectively; the passive reality of university teachers has a significant negative impact on relationship performance, task performance, and adaptability performance. Based on research findings, this study proposes suggestions for the performance evaluation mechanism of university teachers, including improving the recruitment methods, increasing the emotional labor assessment and incentive mechanism, focusing on alleviating negative emotions of teachers, strengthening the awareness guidance and education of school management and teachers on emotional labor, establishing training courses on emotional labor for teachers, arranging various activities reasonably, and creating a good working atmosphere. Ultimately, these suggestions aim to help university teachers recognize the significance of emotional labor, promote their educational and teaching work, and provide new methods and paths for improving the work performance of university teachers.
期刊介绍:
Frontiers in Psychology is the largest journal in its field, publishing rigorously peer-reviewed research across the psychological sciences, from clinical research to cognitive science, from perception to consciousness, from imaging studies to human factors, and from animal cognition to social psychology. Field Chief Editor Axel Cleeremans at the Free University of Brussels is supported by an outstanding Editorial Board of international researchers. This multidisciplinary open-access journal is at the forefront of disseminating and communicating scientific knowledge and impactful discoveries to researchers, academics, clinicians and the public worldwide. The journal publishes the best research across the entire field of psychology. Today, psychological science is becoming increasingly important at all levels of society, from the treatment of clinical disorders to our basic understanding of how the mind works. It is highly interdisciplinary, borrowing questions from philosophy, methods from neuroscience and insights from clinical practice - all in the goal of furthering our grasp of human nature and society, as well as our ability to develop new intervention methods.