Social Support and Well-Being of Chinese Special Education Teachers—An Emotional Labor Perspective
| Autor: | Tung-Ju Wu, Jia-Ying Gao, Lian-Yi Wang, An-Pin Wei |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Adult
Male China surface acting Health Toxicology and Mutagenesis Emotions lcsh:Medicine Face (sociological concept) 050109 social psychology Special education Article Structural equation modeling Young Adult Social support Asian People well-being 0502 economics and business ComputingMilieux_COMPUTERSANDEDUCATION Humans 0501 psychology and cognitive sciences deep acting Schools lcsh:R 05 social sciences Multilevel model Public Health Environmental and Occupational Health social support Mental health Emotional labor Education Special Well-being Female School Teachers Psychology Social psychology 050203 business & management |
| Zdroj: | International Journal of Environmental Research and Public Health, Vol 17, Iss 6884, p 6884 (2020) International Journal of Environmental Research and Public Health Volume 17 Issue 18 |
| ISSN: | 1660-4601 |
| DOI: | 10.3390/ijerph17186884 |
| Popis: | Due to their high expectations, teachers often hide their real emotions and play a role that conforms to public expectations of educational work. Special education teachers face a group of students with physical and mental disabilities who have high heterogeneity and require individualized services every day. Using social support theory, this study discusses special education teachers&rsquo emotional labor and well-being. A total of 439 special education teachers in China participated in this study. We collected data at two different time-points and verified the research hypotheses with hierarchical regression and structural equation modeling analysis. The research findings show the mediating role of emotional labor in social support and well-being. It is, therefore, suggested that schools should pay more attention to special education teachers&rsquo mental health and provide them with regular guidance and support. |
| Databáze: | OpenAIRE |
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