Does accountability aggravate the risk of teacher burnout? Evidence from the Chinese education system

Guanyu LI, Kwok Kuen TSANG

Research output: Contribution to journalArticlespeer-review

Abstract

External and internal accountabilities and emotional labor are possible factors triggering teacher burnout, but the relationships between the constructs have not been fully addressed. Thus, this study aimed to construct and test a chain mediation model to demonstrate the relationships between external accountability and burnout, mediated by internal accountability and emotional labor sequentially. By surveying 814 teachers (years of teaching: M = 13.42, SD = 10.97) from 10 provinces in China, it shows: (1) external and internal accountabilities are both negatively related to burnout; (2) internal accountability, deep acting, and expression of naturally felt emotions mediate the relationship between external accountability and burnout; (3) internal accountability and surface acting sequentially play a chain mediating role between external accountability and burnout; and (4) internal accountability and expression of naturally felt emotions sequentially play a chain mediating role between external accountability and teacher burnout. Copyright © 2023 by the authors.

Original languageEnglish
Article number772
JournalBehavioral Sciences
Volume13
Issue number9
DOIs
Publication statusPublished - Sept 2023

Citation

Li, G., & Tsang, K. K. (2023). Does accountability aggravate the risk of teacher burnout? Evidence from the Chinese education system. Behavioral Sciences, 13(9), Article 772. https://doi.org/10.3390/bs13090772

Keywords

  • External accountability
  • Internal accountability
  • Emotional labor
  • Burnout
  • Teacher

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