Abstract Teaching is an emotional endeavor. Unlike mass service employees, teachers enjoy considerable autonomy in their teaching and maintain relatively stable relationships with students, parents, and colleagues. This study is a meta-analytic review of the associations between teachers' emotional labor strategies (i.e., surface acting, deep acting, and the expression of naturally felt emotions) and other relevant constructs. The meta-analysis is based on 85 empirical articles and 86 independent samples, with the experiences of 33,248 teachers represented in the articles reviewed. The meta-correlations are generally in the expected direction. Surface acting is positively related to the individual and interpersonal components of burnout and negatively related to teaching satisfaction. Deep acting is not significantly related to the individual or interpersonal components of burnout, but positively related to teaching satisfaction and the efficacy component of burnout. The expression of naturally felt emotions is negatively related to teachers’ burnout and reduced teaching satisfaction. The moderation analysis of relevant correlates also provides some insights about the research development.

中文翻译：

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教师情绪劳动与倦怠和满意度之间的关系：荟萃分析综述


摘要 教学是一种情感的努力。与大众服务人员不同，教师在教学中享有相当大的自主权，并与学生、家长和同事保持相对稳定的关系。本研究是对教师情绪劳动策略（即表面表​​演、深层表演和自然感受情绪的表达）与其他相关结构之间关联的荟萃分析回顾。该荟萃分析基于 85 篇实证文章和 86 个独立样本，涉及所审查文章中 33,248 名教师的经验。元相关性通常处于预期的方向。表面行为与倦怠的个人和人际组成部分呈正相关，与教学满意度呈负相关。深度表演与倦怠的个人或人际成分不显着相关，但与倦怠的教学满意度和效能成分正相关。自然感受情绪的表达与教师的倦怠和教学满意度下降呈负相关。相关相关因素的调节分析也提供了有关研究进展的一些见解。