Exploring the Relationships Among Display Rules, Emotional Job Demands, Emotional Labour and Kindergarten Teachers' Occupational Well‐Being.

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    • Subject Terms:
      JOB satisfaction; KINDERGARTEN teachers; JOB descriptions; EARLY childhood education; STRUCTURAL equation modeling; SELF-expression; PSYCHOLOGICAL burnout
    • Abstract:
      This study investigates the intricate relationships among display rules, emotional job demands (EJD), emotional labour and the occupational well‐being (OWB) of kindergarten teachers in China. Utilising the job demands–resources (JD‐R) model, this study specifically assesses the influence of EJD and displays rules on two dimensions of teachers' OWB (job satisfaction and emotional exhaustion), while exploring the mediating role of emotional labour strategies. Data were collected from a sample of 1220 Chinese kindergarten teachers. By employing structural equation modelling and mediation analysis, the findings reveal that positive display rules can enhance job satisfaction and alleviate emotional exhaustion. Conversely, negative display rules are linked to heightened emotional exhaustion and diminished job satisfaction. The analysis further discerns that two emotional labour strategies significantly mediate these associations. Surface acting exacerbates adverse outcomes, whereas the natural expression of emotions acts as a salient buffer, augmenting job satisfaction and reducing emotional exhaustion. In addition, EJD can positively predict job satisfaction through deep acting. These insights underscore the necessity of cultivating educational environments that advocate for natural emotional expression and reinforce positive display rules, thereby enhancing teachers' OWB. This research offers valuable implications for educational policymakers and practitioners, emphasising the need to address the emotional aspects of teaching in early childhood education. [ABSTRACT FROM AUTHOR]
    • Abstract:
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