Effects of Teacher Organizational Identification on Emotional Labor

Abstract

The aim of this study is to examine the effect of organizational identification on emotional labor. In the study, the relational screening model one of the quantitative research methods was used. The sample of the study consists of 392 teachers, 114 male and 278 female, “Organizational Identification Scale” by Mael and Ashforth (1992) and “Emotional Labor Scale” by Basım and Begenirbas (2012) were used as the data collectiontools. Emotional Labor Scale has three dimensions as surface acting, deep acting, and genuine emotions. The data were tested using Pearson moments multiplication correlation coefficient, regression, T-test, one-way analysis of variance (ANOVA). As a result of the research; it was found that organizational identification has a positive effect on emotional labor and its sub-dimensions. Additionally, there is a positive and low relation between organizational identification and emotional labor and its sub-dimensions. Results of the study suggest that deep acting sub-dimension of emotional labor has the strongest relation with organizational identification. In addition to, it was found that organizational identification levels of the teachers vary significantlyaccording to marital status, age and the time period of working at the same institution and emotional labor levels of teachers vary according to gender. It was concluded that the level of genuine emotions of the teachers working at private institutions are higher when compared to the teachers working at government institutions.