Öğretmenlerin Psikolojik Sağlamlığının Duygusal Emek Davranışlarını Yordama Düzeyi

The aim of this study is to examine the relationship between teachers’ emotional labor levels and their psychological resilience. A relational survey model was employed, and the sample consisted of 302 teachers selected randomly from a population of 2,176 secondary and high school teachers working in Kırşehir, Turkey. The Emotional Labor Scale was used to assess emotional labor, while the Brief Resilience Scale measured psychological resilience. The findings revealed that teachers most frequently expressed their genuine emotions, followed by surface acting and deep acting behaviors. Male teachers reported higher levels of surface acting and psychological resilience compared to their female counterparts. Teachers with 6 to 10 years of experience demonstrated lower psychological resilience than other experience groups. Undergraduate teachers exhibited more genuine emotions than those with postgraduate education. Teachers in verbal subject areas reported higher levels of deep acting, more frequent expression of genuine emotions, and greater psychological resilience than their peers in other branches. Significant, positive, and moderate correlations were found between psychological resilience and all dimensions of emotional labor. Psychological resilience was found to predict 43% of surface acting, 22% of deep acting, and 28% of genuine emotions. Based on the findings, it is recommended that training programs and counseling services be developed to enhance teachers’ psychological resilience. In addition, increasing awareness and professional development on emotional labor strategies may contribute to teachers’ well-being and professional fulfillment.