The current study evaluated the effects of teacher values and value congruence on teachers’ emotional labor and adjustment outcomes. Practicing teachers (N = 1086) from eight Canadian provinces were recruited to complete web-based questionnaires including measures assessing teacher values, perceived school values, emotional labor, job satisfaction, quitting intentions, and burnout. Results from advanced moderated mediation analyses suggested that teacher values, as well as value congruence between teachers and schools to not only directly influence adjustment outcomes, but also indirectly influence teacher adjustment through teachers’ genuine expressions of positive emotions in the classroom. Results serve to inform school policies by encouraging value alignment between teachers and school administrators given the potential implications for job satisfaction, burnout, and persistence in teachers. Copyright © 2018 AERA.
|Publication status||Published - Apr 2018|
|Event||2018 Annual Meeting of American Educational Research Association: "The Dreams, Possibilities, and Necessity of Public Education"|
- New York, United States
Duration: 13 Apr 2018 → 17 Apr 2018
|Conference||2018 Annual Meeting of American Educational Research Association: "The Dreams, Possibilities, and Necessity of Public Education"|
|Abbreviated title||AERA 2018|
|Period||13/04/18 → 17/04/18|