Social Support and Well-Being of Chinese Special Education Teachers—An Emotional Labor Perspective

Tung-Ju Wu, Lian-Yi Wang, Jia-Ying Gao and An-Pin Wei
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Tung-Ju Wu: School of Management, Harbin Institute of Technology (HIT), Harbin 150001, China
Lian-Yi Wang: School of Management, Harbin Institute of Technology (HIT), Harbin 150001, China
Jia-Ying Gao: School of Management, Harbin Institute of Technology (HIT), Harbin 150001, China
An-Pin Wei: International School of Business and Finance, Sun Yat-sen University, Zhuhai 519082, China

IJERPH, 2020, vol. 17, issue 18, 1-16

Abstract: 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’ 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’ mental health and provide them with regular guidance and support.

Keywords: social support; deep acting; surface acting; well-being (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (7)

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