Table 1.
Description of studies in the systematic review.
| No | Author(s) and Year | Sample % Women | School Type | Country | Burnout Measure | EL Measure | Main Findings/Outcomes |
|---|---|---|---|---|---|---|---|
| 1 | Akin et al. (2014) | 68.6% | ELE | Turkey | MBI | Emotional Labor Scale | Turkish primary school teachers mostly engage in GE in their relationships with students. Female teachers useDA and SA strategies more often than males. EL is a significant predictor of TB |
| 2 | Anomneze et al. (2016) | 54.7% | ELE | Nigeria | MBI | Teacher Emotional Labor Strategy Scale adapted by Yin |
Only DA and perceived organizational support significantly predicted DP |
| 3 | Basim et al. (2013) | 53% | ELE & HS |
Turkey | MBI | Emotional Labor Scale | Personality traits (neuroticism and extraversion) were found to predict EL. All dimensions of EL were found to affect EE. SA was the only mediator in the relation between neuroticism and EE |
| 4 | Cheung et al. (2011) | 64.4% | ELE | China | MBI | Emotional Labor Scale | SA correlated more positively with TB while DA was only negatively related to lack of PA. PsyCap moderated the association between EL and TB |
| 5 | Fouquereau et al. (2019) | - | - | France | MBI—General Survey | Emotional Labor Scale | High levels of all labor strategies but DA much higher. High level of DA leads to less EE. |
| 6 | Keller et al. (2014) | 51.2% | ELE | German | MBI | Frankfurt Emotion Work Scale | Teachers reported suppressing or faking emotions during a third of all lessons. Enjoyment, anxiety and anger on an intra individual level predict EL. On inter individual level anger evokes EL. |
| 7 | Khalil et al. (2017) | - | ELE | Pakistan | MBI | Emotional Labor Scale | All dimensions of EL were found to affect TB. Negative relationship between personality and TB. Positive relationship between personality and EL. |
| 8 | Kinman et al. (2011) | 72.6% | ELE | UK | MBI | Frankfurt Emotion Work Scale | Positive relationships between EL and PA. Experienced teachers reported higher levels of EL. |
| 9 | Lee et al. (2019) | 41.5 | ELE | USA | MBI-ES | Teacher Emotional Labor Strategy Scale adapted by Yin |
Teacher TB was positively associated with SA and negatively associated with GE. Teacher TB was positively associated with turnover intention. Use of DA leads to a feeling of PA. Teacher TB mediated the relationship between SA and turnover intention. |
| 10 | Maxwell et al. (2017) | 51.8% | - | Australia | MBI | Emotional Labor Scale | SA—Hiding emotions had an inverse relationship with ΤB, wellbeing and job satisfaction. DA demonstrated no significant associations with outcome variables |
| 11 | Naring et al. (2006) | 26.3% | ELE | Netherlands | MBI-NL-Ed | Emotional Labor Scale Dutch Version | SA and suppression are significantly related to DP. EL related to PA. SA related to EE |
| 12 | Noor et al. (2011) | 100% | ELE | Malaysia | Teacher Burnout Questionnaire | Emotional Labor Scale | SA was positively associated with SA and DP |
| 13 | Park et al. (2014) | 80% | ELE and HS |
USA | MBI | Emotional Labor Scale | GE were positively related to OCB—I. Interpersonal influence could act as a resource, buffering the negative effects of SA on reduced PA. Interpersonal influence training may reduce the negative effect of SA. DA strategy might be beneficial over SA |
| 14 | Philipp et al. (2010) | 80% | ELE | German | MBI | Emotional Labor Scale | Use of DA leads to less EE. DA could be health beneficial |
| 15 | Richardson et al. (2008) | 48.7% | HS | USA | MBI | Emotional Labor scale | Significant and positive association between EE and intent to leave the job. Significant and positive link among emotive dissonance and intent to leave |
| 16 | Silbaugh et al. (2021) | 40.5% | ELE and HS |
India | MBI—General Survey | Emotional Labor Scale | SA is determined to be a partial mediator between EI and TB. Significant negative relationship between EI and SA. Significant positive relationship between SA and TB. Significant negative relationship EI and TB. |
| 17 | Tsang et al. (2021) | 84.4% | ELE | China | MBI-ES | Teacher Emotional Labor Strategy Scale adapted by Yin |
Teachers’ SA had a significantly positive effect on EE and DP. DA had a significantly negative effect on teachers’ DP and reduced PA. |
| 18 | Wróbel (2013) | 81.5% | ELE and HS |
Poland | MBI | Emotional Labor Scale | DA was a significant mediator in the relationship between empathy and EE |
| 19 | Yao et al. (2015) | 63.3% | ELE and HS |
China | MBI-ES | Teacher Emotional Labor Strategy Scale adapted by Yin |
SA positively predicted EE, and DA had no significant effect on EE |
| 20 | Yilmaz et al. (2015) | 43.6% | ELE and HS |
Turkey | MBI | Emotional Labor Scale | SA and GE are the important predictors for both EE and the DP of teachers. PA predicted by EL. |
| 21 | Zaretsky et al. (2019) | 100% | ELE and HS |
Israel | Teacher Burnout Questionnaire | Emotional Labor of Teaching Scale by Levine Brown | High level of TB associates with higher use of SA. Low levels of TB use more GE. |
Note. ELE = elementary school, HS = high school, MBI = Maslach Burnout Inventory, EL = emotional labor, SA = surface acting, DA = deep acting, GE = genuine emotions, ΤB = total burnout score, DP = depersonalization, EE = emotional exhaustion, EI = emotional intelligence, PsyCap= psychological capital, OCB—I = organizational citizenship behavior—Interpersonal, PA = personal accomplishment.