Araştırma Makalesi
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Emotional Labor in School Administration: Opinions and Experiences of Turkish School Administrators

Yıl 2024, , 240 - 264, 29.01.2024
https://doi.org/10.18039/ajesi.1289699

Öz

This paper seeks to examine the views and experiences of school administrators about the emotional labor that they exhibit in the school environment. The study group consists of a total of 30 school administrators. The qualitative method was used and a basic qualitative research design was adopted. The data were gathered through a semi-structured interview form and analyzed through content analysis. The results showed that there were feeling rules in school administration, and the emotions of school administrators are shaped mainly by informal rules such as personal characteristics and professional ethics rather than formal rules. It was determined that school administrators do not reflect their negative feelings, such as anger, sadness, and fear in the school environment and act to display the appropriate emotion (surface acting). In addition, it was understood that as a requirement of being an administrator, they force themselves to feel certain emotions to treat everyone equally and create a positive school climate (deep acting). School administrators indicated that the effort to manage their emotions in their relations with people in the school environment caused negative results such as burnout, weariness, unhappiness, stress, tension, nervousness, headache, regret, insomnia, tension, and restlessness. On the other hand, school administrators expressed that exhibiting emotional labor also had positive results. These include positive communication and school climate, happiness, psychological relaxation, getting to know people better, success, gaining people's trust, being more cautious and foresighted, being accepted, mature and the feeling of being a good person. Regarding the results, the concept of emotional labor and related skills can be integrated to the pre-service and in-service training of school administrators. Also some recommendations are made for the process of the school administrator selection process.

Proje Numarası

Yok

Kaynakça

  • Akin, U. (2011, September 13-16). Emotional labor in Turkish elementary school teachers: Patterns from public and private schools. The European Conference on Educational Research [Paper presentation]. Berlin, Germany.
  • Akin, U. (2021). Exploring the relationship between emotional labor and organizational commitment levels of teachers. Eurasian Journal of Educational Research, 91, 61-82. Retrieved April 27, 2023, from https://files.eric.ed.gov/fulltext/EJ1284532.pdf
  • Akin, U., Aydin, I., Erdogan, C., & Demirkasimoglu, N. (2014). Emotional labor and burnout among Turkish primary school teachers. The Australian Educational Researcher, 41(2), 155-169. Retrieved April 27, 2023, from https://link.springer.com/article/10.1007/s13384-013-0138-4
  • Arar, K., & Oplatka, I. (2018). Emotion display and suppression among Arab and Jewish assistant principals in Israel: The key role of culture, gender and ethnicity. Journal of Professional Capital and Community, 3(3), 173-191. Retrieved April 27, 2023, from https://doi.org/10.1108/JPCC-12-2017-0030
  • Argon, T. (2015). Ögretmenlerin sahip olduklari duygu durumlarini okul yöneticilerinin dikkate alip almamalarina ilişkin görüşleri [Views of teachers regarding whether school administrators take teachers’ state of emotions into consideration or not]. Abant İzzet Baysal Universitesi Egitim Fakultesi Dergisi, 15(1), 377-404. Retrieved April 27, 2023, from https://dergipark.org.tr/en/download/article-file/17087
  • Ashkanasy, N. M., & Humphrey, R. H. (2011). A multi-level view of leadership and emotions: Leading with emotional labor. Sage Handbook of Leadership, 363-377. Retrieved April 27, 2023, from http://portal.sabalift.com/Portals/6/%D8%A2%D9%85%D9%88%D8%B2%D8%B4/ch08_ashkanasy.pdf
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  • Aydin, I. (2016). Egitimde duygusal emek [Emotional labor in education]. In I. Unal & Y. Kocak Usluel (Eds.), Egitim bilimleri yazıları [Writings on educational sciences] (pp. 169-183). Gazi.
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Okul Yönetiminde Duygusal Emek: Okul Yöneticilerinin Görüş ve Deneyimleri

Yıl 2024, , 240 - 264, 29.01.2024
https://doi.org/10.18039/ajesi.1289699

Öz

Bu araştırmada okul yöneticilerinin okul ortamında sergiledikleri duygusal emeğe ilişkin görüşlerinin incelenmesi amaçlanmıştır. Nitel yöntemle yürütülen araştırmanın çalışma grubunu, Orta Karadeniz’de bir il merkezindeki ilkokul, ortaokul ve liselerde görev yapan 15 okul müdürü ve 15 müdür yardımcısından oluşan 30 okul yöneticisi oluşturmaktadır. Araştırma verileri, araştırmacılar tarafından geliştirilen yarı-yapılandırılmış görüşme formu aracılığıyla toplanmıştır. Verilerin analizinde içerik analizi ve betimsel analiz süreci benimsenmiştir. Araştırmanın sonuçları, okul yöneticilerinin duygularının mevzuat veya protokol kuralları gibi resmi kurallardan çok, kişisel özellikler ve meslek ahlakı gibi gayrı resmi kurallar tarafından biçimlendirildiğini göstermiştir. Okul yöneticilerinin okul ortamında genellikle kızgınlık, üzüntü, korku gibi olumsuz duygularını yansıtmayıp duruma uygun duyguyu sergilemek, öğrencilere istendik davranışları kazandırmak ve öğretmenleri motive etmek için rol yaptıkları saptanmıştır (yüzeysel sergileme). Bunun yanında, yöneticiliğin gereği olarak herkese eşit davranmak, olumlu bir okul iklimi oluşturmak, saygı çerçevesinde sağlıklı bir iletişim kurmak, otoriteyi korumak, pozitif olmak ve önyargılardan kurtulmak adına kimi duyguları hissetmek için kendilerini zorladıkları anlaşılmıştır (içten sergileme). Okul yöneticileri, çalışma ortamındaki insanlarla ilişkilerinde duygularını yönetme çabasının kendilerinde fiziksel ve psikolojik yorgunluk, yıpranma, mutsuzluk, stres, gerginlik, sinir, baş ağrısı, pişmanlık, uykusuzluk, tansiyon, huzursuzluk gibi olumsuz sonuçlar doğurduğunu belirtmişlerdir. Öte yandan, okul yöneticileri duygusal emek sergilemenin olumlu sonuçlarının da olduğunu belirtmişlerdir. Bunlar arasında olumlu iletişim, pozitif okul iklimi, mutluluk, psikolojik rahatlama, insanları daha iyi tanıma, başarı, insanların güvenini kazanma, daha tedbirli ve öngörülü olma, kabul görme, olgunluk ve iyi insan olma hissiyatı bulunmaktadır. Araştırma sonuçlarına dayalı olarak, üst yönetim, okul yöneticileri ve öğretmenlerde duygusal emek konusunda farkındalık oluşturulması ve okul ortamında duyguları uygun biçimde sergileme becerisi kazandırmaya yönelik eğitimlerin okul yöneticilerinin hizmet öncesi ve hizmet içi eğitimlerine entegre edilmesi önerilmiştir.

Destekleyen Kurum

Yok

Proje Numarası

Yok

Teşekkür

Yok

Kaynakça

  • Akin, U. (2011, September 13-16). Emotional labor in Turkish elementary school teachers: Patterns from public and private schools. The European Conference on Educational Research [Paper presentation]. Berlin, Germany.
  • Akin, U. (2021). Exploring the relationship between emotional labor and organizational commitment levels of teachers. Eurasian Journal of Educational Research, 91, 61-82. Retrieved April 27, 2023, from https://files.eric.ed.gov/fulltext/EJ1284532.pdf
  • Akin, U., Aydin, I., Erdogan, C., & Demirkasimoglu, N. (2014). Emotional labor and burnout among Turkish primary school teachers. The Australian Educational Researcher, 41(2), 155-169. Retrieved April 27, 2023, from https://link.springer.com/article/10.1007/s13384-013-0138-4
  • Arar, K., & Oplatka, I. (2018). Emotion display and suppression among Arab and Jewish assistant principals in Israel: The key role of culture, gender and ethnicity. Journal of Professional Capital and Community, 3(3), 173-191. Retrieved April 27, 2023, from https://doi.org/10.1108/JPCC-12-2017-0030
  • Argon, T. (2015). Ögretmenlerin sahip olduklari duygu durumlarini okul yöneticilerinin dikkate alip almamalarina ilişkin görüşleri [Views of teachers regarding whether school administrators take teachers’ state of emotions into consideration or not]. Abant İzzet Baysal Universitesi Egitim Fakultesi Dergisi, 15(1), 377-404. Retrieved April 27, 2023, from https://dergipark.org.tr/en/download/article-file/17087
  • Ashkanasy, N. M., & Humphrey, R. H. (2011). A multi-level view of leadership and emotions: Leading with emotional labor. Sage Handbook of Leadership, 363-377. Retrieved April 27, 2023, from http://portal.sabalift.com/Portals/6/%D8%A2%D9%85%D9%88%D8%B2%D8%B4/ch08_ashkanasy.pdf
  • Ashforth, B. E., & Humphrey, R. H. (1993). Emotional labor in service roles: The influence of identity. Academy of management review, 18(1), 88-115. Retrieved April 27, 2023, from https://doi.org/10.5465/amr.1993.3997508
  • Aydin, I. (2016). Egitimde duygusal emek [Emotional labor in education]. In I. Unal & Y. Kocak Usluel (Eds.), Egitim bilimleri yazıları [Writings on educational sciences] (pp. 169-183). Gazi.
  • Basim, H. N., Begenirbas, M., ve Can Yalcin, R. (2013). Ögretmenlerde kişilik özelliklerinin duygusal tükenmeye etkisi: Duygusal emeğin aracılık rolü [Effects of teacher personalities on emotional exhaustion: Mediating role of emotional labor]. Kuram ve Uygulamada Egitin Bilimleri, 13(3), 1477-1496. Retrieved April 27, 2023, from https://www.researchgate.net/profile/H-Nejat- Basim/publication/275612434_Ogretmenlerde_Kisilik_Ozelliklerinin_Duygusal_Tukenmeye_Etkisi_Duygusal_Emegin_Aracilik_Rolu/links/570e1bd908aed31341d16de4/Oegretmenlerde-Kisilik-Oezelliklerinin-Duygusal-Tuekenmeye-Etkisi-Duygusal-Emegin-Aracilik-Rolue.pdf
  • Bellas, M. L. (1999). Emotional labor in academia: The case of professors. The Annals of the American Academy of Political and Social Science, 561(1), 96-110. Retrieved April 27, 2023, from https://doi.org/10.1177/000271629956100107
  • Berkovich, I., & Eyal, O. (2020). A model of emotional leadership in schools: Effective leadership to support teachers’ emotional wellness. Routledge.
  • Brennan, K. (2006). The managed teacher: Emotional labour, education, and technology. Educational Insights, 10(2), 55-65. Retrieved April 27, 2023, from https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=18651b7573ed4c146e4d09a6ab83a7473c9a04d7
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  • Hauseman, C. (2021). Strategies secondary school principals use to manage their emotions. Leadership and Policy in Schools, 20(4), 630-649. https://doi.org/10.1080/15700763.2020.1734211
  • Heffernan, A., MacDonald, K., & Longmuir, F. (2022). The emotional intensity of educational leadership: A scoping review. International Journal of Leadership in Education, https://doi.org/10.1080/13603124.2022.2042856
  • Hochschild, A. R. (1979). Emotion work, feeling rules, and social structure. American Journal of Sociology, 85(3), 551-575. Retrieved April 27, 2023, from https://doi.org/10.1086/227049 Hochschild, A. R. (1983). The managed heart: Commercialization of human feeling. University of California Press.
  • Isenbarger, L., & Zembylas, M. (2006). The emotional labour of caring in teaching. Teaching and Teacher Education, 22(1), 120-134. Retrieved April 27, 2023, from https://doi.org/10.1016/j.tate.2005.07.002 Iszatt-White, M. (2009). Leadership as emotional labour: The effortful accomplishment of valuing practices. Leadership, 5(4), 447-467. Retrieved April 27, 2023, fromhttps://doi.org/10.1177/1742715009343032 James, N. (1989). Emotional labour: skill and work in the social regulation of feelings. The Sociological Review, 37(1), 15-42. Retrieved April 27, 2023, from https://doi.org/10.1111/j.1467-954X.1989.tb00019.x
  • Jin, M. H., & Guy, M. E. (2009). How emotional labor influences worker pride, job satisfaction, and burnout: An examination of consumer complaint workers. Public Performance & Management Review, 33(1), 88-105. Retrieved April 27, 2023, from https://doi.org/10.2753/PMR1530-9576330104
  • Kiral, E. (2016). Psychometric properties of the emotional labor scale in a Turkish sample of school administrators. Eurasian Journal of Educational Research, 16(63), 71-88. Retrieved April 27, 2023, from https://dergipark.org.tr/en/pub/ejer/issue/24399/258648
  • Lazanyi, K. (2010). Who benefits from emotional labour? Applied Studies in Agribusiness and Commerce, 4(3-4). Retrieved April 27, 2023, from https://doi.org/10.22004/ag.econ.94398
  • Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership &Management, 40(1), 5-22. Retrieved April 27, 2023, from https://doi.org/10.1080/13632434.2019.1596077
  • Liao, H. S., Luo, S. Y., Tsai, M. H., & Chen, H. C. (2020). An exploration of the relationships between elementary school teachers’ humor styles and their emotional labor. Teaching and Teacher Education, 87. https://doi.org/10.1016/j.tate.2019.102950
  • Maxwell, A., & Riley, P. (2017). Emotional demands, emotional labour and occupational outcomes in school principals: Modelling the relationships. Educational Management Administration & Leadership, 45(3), 484-502. Retrieved April 27, 2023, from https://doi.org/10.1177/1741143215607878
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  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded source book. Sage.
  • Morris, J. A., & Feldman, D. C. (1996). The dimensions, antecedents, and consequences of emotional labor. Academy of Management Review, 21(4), 986-1010. Retrieved April 27, 2023, from https://doi.org/10.5465/amr.1996.9704071861
  • Newman, M. A., Guy, M. E., & Mastracci, S. H. (2009). Beyond cognition: Affective leadership and emotional labor. Public Administration Review, 69(1), 6-20. Retrieved April 27, 2023, from https://doi.org/10.4337/9781848449343.00024
  • O’Conner, K. E. (2008). You choose to care: Teachers, emotions and professional identity. Teaching and Teacher Education, 24, 117–126. Retrieved April 27, 2023, from https://doi.org/10.1016/j.tate.2006.11.008
  • Park, V., & Datnow, A. (2022). Principals’ emotions in school improvement: the role of people, practices, policies, and patterns. School Leadership & Management, 42(3), 256-274. https://doi.org/10.1080/13632434.2022.2071863
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  • Philipp, A., & Schupbach, H. (2010). Longitudinal effects of emotional labor on emotional exhaustion and dedication of teachers. Journal of Occupational Health Psychology, 15, 494–504. Retrieved April 27, 2023, from https://psycnet.apa.org/doi/10.1037/a0021046
  • Poirel, E., & Yvon, F. (2014). School principals' emotional coping process. Canadian Journal of Education, 37(3), 1-23. https://www.jstor.org/stable/10.2307/canajeducrevucan.37.3.04
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  • Yildirim, A., ve Simsek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research in social sciences]. Seckin.
  • Yilmaz, K., Altinkurt, Y., Guner, M., & Sen, B. (2015). The relationship between teachers’ emotional labor and burnout level. Eurasian Journal of Educational Research, 59, 75-90. Retrieved April 28, 2023, from https://dergipark.org.tr/en/download/article-file/621947
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Toplam 65 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makalesi
Yazarlar

Ebru Şahin Özan 0000-0003-2402-1108

Uğur Akın 0000-0002-4911-3781

Proje Numarası Yok
Yayımlanma Tarihi 29 Ocak 2024
Gönderilme Tarihi 29 Nisan 2023
Yayımlandığı Sayı Yıl 2024

Kaynak Göster

APA Şahin Özan, E., & Akın, U. (2024). Emotional Labor in School Administration: Opinions and Experiences of Turkish School Administrators. Anadolu Journal of Educational Sciences International, 14(1), 240-264. https://doi.org/10.18039/ajesi.1289699
AMA Şahin Özan E, Akın U. Emotional Labor in School Administration: Opinions and Experiences of Turkish School Administrators. AJESI. Ocak 2024;14(1):240-264. doi:10.18039/ajesi.1289699
Chicago Şahin Özan, Ebru, ve Uğur Akın. “Emotional Labor in School Administration: Opinions and Experiences of Turkish School Administrators”. Anadolu Journal of Educational Sciences International 14, sy. 1 (Ocak 2024): 240-64. https://doi.org/10.18039/ajesi.1289699.
EndNote Şahin Özan E, Akın U (01 Ocak 2024) Emotional Labor in School Administration: Opinions and Experiences of Turkish School Administrators. Anadolu Journal of Educational Sciences International 14 1 240–264.
IEEE E. Şahin Özan ve U. Akın, “Emotional Labor in School Administration: Opinions and Experiences of Turkish School Administrators”, AJESI, c. 14, sy. 1, ss. 240–264, 2024, doi: 10.18039/ajesi.1289699.
ISNAD Şahin Özan, Ebru - Akın, Uğur. “Emotional Labor in School Administration: Opinions and Experiences of Turkish School Administrators”. Anadolu Journal of Educational Sciences International 14/1 (Ocak 2024), 240-264. https://doi.org/10.18039/ajesi.1289699.
JAMA Şahin Özan E, Akın U. Emotional Labor in School Administration: Opinions and Experiences of Turkish School Administrators. AJESI. 2024;14:240–264.
MLA Şahin Özan, Ebru ve Uğur Akın. “Emotional Labor in School Administration: Opinions and Experiences of Turkish School Administrators”. Anadolu Journal of Educational Sciences International, c. 14, sy. 1, 2024, ss. 240-64, doi:10.18039/ajesi.1289699.
Vancouver Şahin Özan E, Akın U. Emotional Labor in School Administration: Opinions and Experiences of Turkish School Administrators. AJESI. 2024;14(1):240-64.