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dc.contributor.authorTuxford, Linda M
dc.contributor.authorBradley, Graham L
dc.date.accessioned2017-05-03T12:04:13Z
dc.date.available2017-05-03T12:04:13Z
dc.date.issued2015
dc.identifier.issn0144-3410
dc.identifier.doi10.1080/01443410.2014.912260
dc.identifier.urihttp://hdl.handle.net/10072/67708
dc.description.abstractTeaching 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
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationY
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto19
dc.relation.ispartofjournalEducational Psychology
dc.rights.retentionY
dc.subject.fieldofresearchIndustrial and Organisational Psychology
dc.subject.fieldofresearchEducational Psychology
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchCognitive Sciences
dc.subject.fieldofresearchcode170107
dc.subject.fieldofresearchcode170103
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1701
dc.subject.fieldofresearchcode1702
dc.titleEmotional Job Demands and Emotional Exhaustion in Teachers
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyGriffith Health, School of Applied Psychology
gro.hasfulltextNo Full Text
gro.griffith.authorBradley, Graham L.
gro.griffith.authorTuxford, Linda M.


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