Understanding Emotional Labor in Relation to Physical Educators’ Perceived Organizational Support, Affective Commitment, and Job Satisfaction

in Journal of Teaching in Physical Education
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Purpose: The purpose of this study was to test a conceptual model that specified relationships among perceived organizational support (POS), emotional labor, job satisfaction, and affective commitment. Methods: The participants included 297 physical educators who completed an online survey. The data were analyzed using confirmatory factor analysis and structural equation modeling. Results: After verifying the factor structure, the results of structural equation modeling supported the conceptual model, χ2(157) = 225.09, p < .001; χ2/df = 1.43; root mean square error of approximation = .055 (90% confidence interval [0.045, 0.064], p < .001); standardized root mean square residual = .042; nonnormed fit index = .984; comparative fit index = .987. POS related negatively to surface acting and positively to deep acting and genuine expression. Affective commitment related positively to POS, deep acting, and genuine expression, and negatively to surface acting. Job satisfaction related positively to POS and negatively to surface acting. Discussion/Conclusion: The findings are discussed within the framework of affective events theory, and recommendations are made for helping in-service and preservice physical educators to develop emotional labor strategies.

Richards is with the University of Illinois at Urbana-Champaign, Champaign, IL. Washburn is with Western Washington University, Bellingham, WA. Lee is with the Hankuk University of Foreign Studies, Seoul, South Korea.

Richards (karichar@illinois.edu) is corresponding author.
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