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The literature suggests that teacher burnout is influenced by the market and hierarchy cultures of school management and teachers’ emotional labor strategies of surface and deep acting. However, studies have suggested that school management cultures and emotional labor strategies may not function independently based on the emotional labor theory. Nevertheless, the literature has paid less attention to the relationship between the school management cultures, emotional labor, and teacher burnout. Therefore, this study aims to investigate the relationship between the three variables in China via an online questionnaire survey. After surveying 425 kindergarten, primary and secondary teachers who participated in a professional development program organized by a public university in Beijing, the study found that teacher burnout was positively related to market culture but negatively related to hierarchy culture. Moreover, the impact of the market culture was fully mediated by surface acting while the impact of hierarchy culture was partially mediated by surface acting and deep acting.
Kwok Kuen Tsang; Yuan Teng; Yi Lian; Li Wang. School Management Culture, Emotional Labor, and Teacher Burnout in Mainland China. Sustainability 2021, 13, 9141 .
AMA StyleKwok Kuen Tsang, Yuan Teng, Yi Lian, Li Wang. School Management Culture, Emotional Labor, and Teacher Burnout in Mainland China. Sustainability. 2021; 13 (16):9141.
Chicago/Turabian StyleKwok Kuen Tsang; Yuan Teng; Yi Lian; Li Wang. 2021. "School Management Culture, Emotional Labor, and Teacher Burnout in Mainland China." Sustainability 13, no. 16: 9141.
STEM education is an important approach for preparing students for a competitive workforce with essential skills in the 21st century. However, successfully implementing STEM education in primary and secondary schools presents a variety of challenges. The study suggests that a neglected challenge in the literature is how to sustain teachers’ positive emotions toward STEM educational work, which may cause teachers to be more engaged in, motived by, and committed to STEM education. Therefore, the study aims to contribute to the literature by investigating the mechanism of the construction and suitability of teachers’ emotions toward STEM educational work based on a single case study conducted in Hong Kong from the social constructionist perspective. The major findings of the study indicate that (1) positive emotions toward STEM educational work may be constructed by the teacher’s positive interpretation of the work, i.e., STEM educational work as the facilitator of students’ overall development and that (2) positive emotions toward STEM educational work may be sustained by enabling school institutions to have the elements of shared power, administrative support, and the value of a whole-person education.
Yi Lian; Kwok-Kuen Tsang; Ying Zhang. The Construction and Sustainability of Teachers’ Positive Emotions toward STEM Educational Work. Sustainability 2021, 13, 5769 .
AMA StyleYi Lian, Kwok-Kuen Tsang, Ying Zhang. The Construction and Sustainability of Teachers’ Positive Emotions toward STEM Educational Work. Sustainability. 2021; 13 (11):5769.
Chicago/Turabian StyleYi Lian; Kwok-Kuen Tsang; Ying Zhang. 2021. "The Construction and Sustainability of Teachers’ Positive Emotions toward STEM Educational Work." Sustainability 13, no. 11: 5769.
The aim of this study is to investigate the reasons for academic stress in Hong Kong and provide recommendations to the government on ways to alleviate this problem. Using photovoice, 15 undergraduate students from a private community college in Hong Kong were invited to take and discuss photographs regarding their lived experiences of learning. Thematic analysis is applied to generate themes from the photovoice data. The results suggest several possible reasons for academic stress, including examination demands, school administration and parents. However, the underlying social reason for academic stress may be the internal contradictions of the education system. That is, the education system purports to value all-round and whole-person education but subordinates this worthy goal to examination results. Thus, the results of the study suggest that the government should address this internal contradiction by considering educational, economic and cultural factors when planning educational policies and/or changes.
Kwok Kuen Tsang; Yi Lian. Understanding the reasons for academic stress in Hong Kong via photovoice: implications for education policies and changes. Asia Pacific Journal of Education 2020, 41, 356 -367.
AMA StyleKwok Kuen Tsang, Yi Lian. Understanding the reasons for academic stress in Hong Kong via photovoice: implications for education policies and changes. Asia Pacific Journal of Education. 2020; 41 (2):356-367.
Chicago/Turabian StyleKwok Kuen Tsang; Yi Lian. 2020. "Understanding the reasons for academic stress in Hong Kong via photovoice: implications for education policies and changes." Asia Pacific Journal of Education 41, no. 2: 356-367.