School management culture, emotional labor, and teacher burnout in mainland China

Kwok Kuen TSANG, Yuan TENG, Yi LIAN, Li WANG

Research output: Contribution to journalArticlespeer-review

7 Citations (Scopus)

Abstract

The literature suggests that teacher burnout is influenced by the market and hierarchy cultures of school management and teachers’ emotional labor strategies of surface and deep acting. However, studies have suggested that school management cultures and emotional labor strategies may not function independently based on the emotional labor theory. Nevertheless, the literature has paid less attention to the relationship between the school management cultures, emotional labor, and teacher burnout. Therefore, this study aims to investigate the relationship between the three variables in China via an online questionnaire survey. After surveying 425 kindergarten, primary and secondary teachers who participated in a professional development program organized by a public university in Beijing, the study found that teacher burnout was positively related to market culture but negatively related to hierarchy culture. Moreover, the impact of the market culture was fully mediated by surface acting while the impact of hierarchy culture was partially mediated by surface acting and deep acting. Copyright © 2021 by the authors.

Original languageEnglish
Article number9141
JournalSustainability
Volume13
Issue number16
DOIs
Publication statusPublished - Aug 2021

Citation

Tsang, K. K., Teng, Y., Lian, Y., & Wang, L. (2021). School management culture, emotional labor, and teacher burnout in mainland China. Sustainability, 13(16). Retrieved from https://doi.org/10.3390/su13169141

Keywords

  • School management culture
  • Emotional labor
  • Teacher burnout
  • Market
  • Hierarchy

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