Emotional Job Demands and Emotional Exhaustion in Teachers

Abstract

Teaching entails many demands of an emotional and interpersonal kind. For the current study, emotional job demands were conceptualised as comprising three components: exposure to emotionally demanding situations, emotional labour (use of deep and surface acting), and work focused on the emotional wellbeing of others. Both emotional job demands and "non-emotional" job demands (that is, general demands such as those pertaining to workload, time constraints and curriculum issues) were hypothesised to predict emotional exhaustion. Two resources, social support and confidence in one's own teaching practices (teaching self-efficacy), were expected to have main and buffering effects. Primary school teachers (N = 556) completed an electronic questionnaire measuring all study variables. Consistent with hypotheses, general (non-emotional) job demands, emotional demands, social support and teaching self-efficacy, each uniquely predicted exhaustion. In addition, teaching self-efficacy buffered the negative effect of deep acting on emotional exhaustion. Findings shed light on the complexity of the job factors that contribute to the emotionally exhausting nature of school teaching, and suggest avenues for intervention. In particular, they show that strategies for enhancing professional self-efficacy may help teachers manage some of the emotional demands associated with their role