Effects of Teacher Emotional Labor on Job Performance: Mediating Role of Job Satisfaction

Abstract

Emotions have had an essential place in the survival of humankind since their existence. Despite the importance of emotions in human life, it is not taken on the agenda for a long time in working life. This study aims to examine the impacts of teacher emotional labor on job performance and the mediating effect of job satisfaction. In the study, the relational screening model, one of the quantitative research methods, was used. The research was carried out by 345 teachers who work in twelve public schools on the European side of Istanbul. As the data collection tools, three different scales were used. The emotional Labor Scale has three dimensions as surface acting, deep acting, and genuine emotions. A brief form of the Minnesota Job Satisfaction Scale, consisting of 20 items, was used to measure job satisfaction. The work performance scale consists of four items. The research data were tested using hierarchical regression analysis and Sobel Test. Results of the study suggest that genuine emotions have a positive effect on job performance and surface acting has a negative effect on job performance. However, job satisfaction is not mediated these impacts. On the other hand, deep acting does not effect on job performance.