Emotional Determinants of Exhaustion and Job Satisfaction of Elementary School Teachers

Učiteljska profesija zacijelo ulazi u emocionalno zahtjevneprofesije. Doživljene emocije, kao i način na koji učiteljireguliraju svoje emocije, mogu znatno utjecati na dobrobitučitelja, sagorijevanje na poslu, zadovoljstvo poslom tezadržavanje u učiteljskoj profesiji. Cilj je ovog rada bio ispitatidoprinos pozitivnih i negativnih emocija učitelja (u odnosu sučenicima, roditeljima, osobljem škole i obrazovnim sustavom) istrategija ulaganja emocionalnoga napora u objašnjenjuemocionalne iscrpljenosti i zadovoljstva poslom učitelja.Utvrđeno je da su određene emocije učitelja i strategijeulaganja emocionalnoga napora značajne samostalneodrednice emocionalne iscrpljenosti učitelja i zadovoljstvaposlom. Učitelji koji doživljavaju intenzivnije negativne emocije ičešće se služe površinskom strategijom ulaganja emocionalnoganapora izvješćuju o višoj razini emocionalne iscrpljenosti.Nadalje, učitelji koji u odnosu s učenicima češće doživljavajupozitivne emocije i češće primjenjuju autentične strategijeulaganja emocionalnoga napora zadovoljniji su poslom. Sdruge strane, manje su zadovoljni poslom učitelji koji u radu sučenicima češće doživljavaju umor, razočaranost obrazovnimsustavom te češće rabe površinsku strategiju ulaganjaemocionalnoga napora.The teaching profession can be considered an emotionallydemanding one since teachers usually experience a widevariety of pleasant and unpleasant emotions of significantintensity. Such emotions, as well as the strategies teachersmay implement in order to regulate them, can have asignificant impact on teachers\u27 well-being, burnout, jobsatisfaction and their intention to stay in the profession. Theaim of this study was to examine the contribution of differentpleasant and unpleasant emotions that teachers experiencein relation to their students, parents, colleagues and theeducational system in general, as well as the emotionallabor strategies they implement to regulate such emotions, inexplaining teachers\u27 emotional exhaustion (as a keycomponent of burnout) and job satisfaction. Hierarchicalregression analyses revealed that teachers\u27 emotions andemotional labor strategies have a unique significantcontribution in explaining the variance of emotionalexhaustion and job satisfaction. Teachers who experiencehigher levels of unpleasant emotions of fatigue, anger anddisappointment, and use surface acting more frequently, alsoexperience higher levels of emotional exhaustion.Furthermore, teachers who experience joy and pride inrelation to their students more intensely, and freely expresstheir naturally felt emotions, are more satisfied with their job.Finally, teachers who experience a higher intensity of fatigueand disappointment, and those who use surface acting morefrequently, are less satisfied with their job