Influence of emotional labour on organizational commitment and job satisfaction
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Lieferung aus: Deutschland, Versandkostenfrei.
Von Händler/Antiquariat, AHA-BUCH GmbH [51283250], Einbeck, Germany.
nach der Bestellung gedruckt Neuware -INTRODUCTION Education is taken as an essential part of any nation to develop socially, intellectually economically and psychologically. Teachers can contribute greatly to this prosperity by maintaining the value of the education process, so it is essential for educational authorities at all levels to optimize the quality and effectiveness of the teachers performance. In order to implement educational policies successfully and to achieve targets, schools need highly motivated satisfied and committed teachers who are secure in their work and who are able to perform their duties to a high standard. There are numerous research studies which focused on emotions of employees in an organization and they recognized emotions as a kind of labour from the last 1970s. In the educational field also employees are treated as emotional labourer similar to the service industry. Over the last few years organizations demand the employees to hide and suppress their negative emotions for customers happiness and satisfaction because in service industry customers are assumed as a god. Like service industry school organizations also treat their students as assets for the future of the nation. Therefore, school teachers are expected to regulate their emotions during interaction with students, co-workers and supervisors. Teachers are required a wide range of emotional displays from a gentle smile to a stern face to exhibit the ideal teacher quality that meets the social expectations. In order to perform their tasks adequately and effectively in school during the interaction with students, teachers need to display and exaggerate some emotions (Ogbonna & Harris, 2004) as well as suppress their negative emotions (Ybema & Smulders, 2002) to fit in different situations. According to Zembylas (2004) school teachers are expected to express enthusiasm and cheerfulness as a way of maintaining students¿ attention. As well as sometimes they are expected to modify their disappointment into encouragement over students who do not show improvements even after being taught the same topic many times. They should also hide their anxiety or fear and give a calm and strict impression, when confronted with students who appear to disruptive and even threatening. This kind of emotional expression for wage and job is called 'emotional labour'. Over the years, the scope of this research has broadened itself to lead researchers to focus on this newer concept of 'emotional labour, 136 pp. Englisch, Books.

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INTRODUCTION Education is taken as an essential part of any nation to develop socially, intellectually economically and psychologically. Teachers can contribute greatly to this prosperity by maintaining the value of the education process, so it is essential for educational authorities at all levels to optimize the quality and effectiveness of the teachers performance. In order to implement educational policies successfully and to achieve targets, schools need highly motivated satisfied and committed teachers who are secure in their work and who are able to perform their duties to a high standard. There are numerous research studies which focused on emotions of employees in an organization and they recognized emotions as a kind of labour from the last 1970s. In the educational field also employees are treated as emotional labourer similar to the service industry. Over the last few years organizations demand the employees to hide and suppress their negative emotions for customers happiness and satisfaction because in service industry customers are assumed as a god. Like service industry school organizations also treat their students as assets for the future of the nation. Therefore, school teachers are expected to regulate their emotions during interaction with students, co-workers and supervisors. Teachers are required a wide range of emotional displays from a gentle smile to a stern face to exhibit the ideal teacher quality that meets the social expectations. In order to perform their tasks adequately and effectively in school during the interaction with students, teachers need to display and exaggerate some emotions (Ogbonna & Harris, 2004) as well as suppress their negative emotions (Ybema & Smulders, 2002) to fit in different situations. According to Zembylas (2004) school teachers are expected to express enthusiasm and cheerfulness as a way of maintaining students¿ attention. As well as sometimes they are expected to modify their disappointment into encouragement over students who do not show improvements even after being taught the same topic many times. They should also hide their anxiety or fear and give a calm and strict impression, when confronted with students who appear to disruptive and even threatening. This kind of emotional expression for wage and job is called "emotional labour". Over the years, the scope of this research has broadened itself to lead researchers to focus on this newer concept of "emotional labour,.

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