| Abstrakt: |
Problem Statement: Studies show that self-efficacy plays an important role in emotional work done (Heuven et al., 2006; Jensen, 2009; Cosa, 2012; Hsieh, C., W. & Guy, ME, 2009) in that self-efficacy has a protective role against negative effects arising from an intense emotional work. Both of them are reducing stress and increasing motivation when faced with difficult tasks, new and menacing as emotionally charged interactions. Purpose of the study: The aim of this research is to identify if there is a connection between the perception of self-efficacy, interest teachers for feedback, biological gender and type of education (public and private) on teachers' emotional work. Methods: 208 teachers from secondary education (178 women - 85.6% and 30 males - 14.4%) were included in the research. 115 of them are working in state educational institution and 93 private institution. The selection of subjects was based on accessibility, not only in terms of equivalent level to the working classes. Participants were asked to answer three questionnaires. TELS (Teacher Emotional Labor Scale) (2009) to measure emotional labor; Teacher Self-Efficacy Scale (Bandura, A., 2006). The third instrument is focusing on the interest for feedback. After consulting several studies we have reached its organization in three sizes, interested in feedback between teacher-student, teacherteacher and teacher-leadership. The tool aims to level the teacher is interested in emotions, feelings and messages conveyed in daily communication at school. Findings and results: Teachers with a high level of interest and feedback with a high level of perception of self-eficacy will make a more intense emotional work than subjects with low levels of interest and high level of self-efficacy feedback. Those who have more difficulties are the ones with a good perception of the self but not interested in the communication between them and students, managers and parents. Conclusions: The type of education, gender, and feedback are not onfluencing the teachers' emotional work. A new factor, the interest for feedback seems to be important for the emotional work of teachers. [ABSTRACT FROM AUTHOR] |
