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Yıl 2015, Cilt: 17 Sayı: 4, 85 - 112, 01.12.2015

Öz

Bu araştırmada,bir moderator değişken olarak yöneticilerin desteğinin, duygusal emek, iş tatmini ve tükenmişlik arasındaki ilişki üzerindeki etkisi araştırılmıştır. Bu amaçla altısı vakıf, altısı devlet olmak üzere 12 üniversitede öğretim elemanlarına anketler dağıtılmış, dağıtılan 400 anketten 310’u geri döndüğünden, geri dönüş oranı %77 olmuştur. Yapılan tanımlayıcı faktör analizinde rol yapma, bastırma ve içten rol yapma olarak adlandırılan üç faktör ortaya çıkmıştır. Yapılan analizler sonunda rol yapma ve tükenmişlik arasında pozitif bir ilişki görülmesine rağmen, yönetici desteğinin araya girmesi ile bu ilişkinin yönü olumsuza çevrilmiştir. Benzeri biçimde, ilk aşamada bastırma ve tükenmişlik arasında olumlu bir ilişki varken, yönetici desteğinin araya girmesi ile bu ilişki negatife dönmüştür. Ayrıca başlangıçta da aralarında olumsuz bir ilişki gözlemlenen içten rol yapma ve tükenmişlik arasındaki ilişki yönetici desteğinin araya girmesi ile daha da güçlenmiştir. Duygusal emek boyutları ile iş tatmini arasındaki ilişkide ise; rol yapma ve tatmin arasında başlangıçta anlamlı bir ilişki gözlemlenmezken, yönetici desteğinin araya girmesi ile aralarında olumlu bir ilişki ortaya çıkmıştır. Aynı etki bastırma ve tatmin arasında da gözlemlenmiştir. İçten rol yapma ve tatmin arasında başlangıçta görülen olumlu ilişki yönetici desteğinin araya girmesi ile daha da artmıştır.

Kaynakça

  • Abraham, R. (1989). Emotional Labour and Employee Well-Being.Unpublished Doctoral Dissertation, Uni- versity of Michigan, Ann Arbor.
  • Abraham, R. (1998). Emotional Dissonance in Orga- nizations: The Antecedents, Consequences, and Moderators. Genetic, Social, and General Psychology Monographs, 124(2), 229-247.
  • Adelman, P.K. (1995). Emotional Labour as a Potential Source of Job Stress, in Sauter, S.L., Murphy, L.R. (eds.), Organizational Risk Factors for Job Stress. Washington, DC: American Psychological Associ- ation, 371-381.
  • Adelman, P.K., Zajonc, R.B. (1989). Facial Efference and the Experience of Emotion.Annual Review of Psychology, 40, 249-280.
  • Ashforth , B.E. , Humphrey , R.H. (1993). Emotional Labour in Service Roles: The Influence of Identity. Academy of Management Review, 18, 88-115.
  • Ashforth, B.E., Tomiuk, M.A. (2000). Emotional La- bour and Authenticity: Views From Service Agents. In Fineman, S. (ed.), Emotion in Organizations (2nd ed.), Thousand Oaks, CA: Sage, 184-203.
  • Bakker, A.B, Heuven, E. (2006). Emotional Disso- nance, Burnout, and in-role Performance among Nurses and Police Officers.International Journal of Stress Management, 13, 423-440.
  • Baycan, A. F. (1985). Analysis of the several aspects of job satisfaction between different occupational groups.Masters Thesis (unpublished), Bogazici Uni- versity Institute of Social Sciences.
  • Bellas, M. L. (1999). Emotional labour in academia: The Case of Professors. The ANNALS of the Amer- ican Academy of Political and Social Science, 561, 96–110.
  • Bibou-Nakou, I., Stogiannidou, A., Kiosseoglou, G. (1999).The Relation between Teacher Burnout and Teachers’ Attributions and Practices Regarding School Behaviour Problems, School Psychology In- ternational, 20(2), 209-217.
  • Boyer, E. L. (1987).College: The Undergraduate Experi- ence in America. New York: Harper & Row.
  • Brennan, K. (2006). The Managed Teacher: Emotional Labour, Education, and Technology. Educational Insights, 10(2).
  • Brotheridge C.H., Grandey A.A. (2002). Emotional Labour and Burnout: Comparing Two Perspectives of “People Work”. Journal of Vocational Behavior, 60, 17-39.
  • Brotheridge, C.M., Lee, R.T. (2003). Development and Validation of the Emotional Labour Scale.Journal of Occupational and Organizational Psychology, 76, 365-379.
  • Çelik,M. &Turunç Ö. (2011). DuygusalEmekVePsi- kolojikSıkıntı: Iş–AileÇatışmasınınAracılıkEtki- si. İstanbul ÜniversitesiİşletmeFakültesiDergisi, 40(2), 226-250.
  • Cote, S., & Morgan, L. M. (2002).A longitudinal anal- ysis of the association between emotion regulation, job satisfaction, and intentions to quit.Journal of Organizational Behavior, 23, 947-962.
  • Cropanzano, R., Weiss, H. M., & Elias, S. M. (2004). The impact of display rules and emotional labour on psychological well-being at work.In P. L. Per- rewe& D. C. Ganster (Eds.), Emotional and phys- iological processes and positive intervention strategies (pp. 45-89). Amsterdam: JAI.
  • Çukur, C.Ş. (2009). The Development of the Teacher Emotional Labour Scale (TELS): Validity and Re- liability. Educational Sciences: Theory and Practice, 9(2), 559–574.
  • Deaux, K. (1985). Sex Differences.Annual Review of Psychology, 36, 49-82.
  • Diefendorff , J.M. , Gosserand , R.H. (2003). Under- standing the Emotional Labour Process: A Control Theory Perspective.Journal of Organizational Be- havior, 24, 945-959.
  • Diefendorff , J.M. , Richard , E.M. , Croyle , M.H. (2006). Are Emotional Display Rules Formal job Requirements ?Examination of Employee and Su- pervisor Perceptions.Journal of Occupational and Organizational Psychology, 79, 273-298.
  • Diefendorff, J.M (2008). Goal-Striving and Self-Regu- lation Processes in Kanfer, R., Chen, E., Pritchard, R.D. (eds.), Work Motivation: Past, Present, and Fu- ture, NewYork, NY: RoutLedge, 151-196.
  • Diefendorff, J.M., Croyle, M.H., Grosserand, R.H. (2005). The Dimensionality and Antecedents and Consequences of Emotional Labour Strategies. Journal of Vocational Behavior, 66, 339-359.
  • Ekman, P. (1973). Cross-Culture Studies of Facial Ex- pression. In Ekman, P. (ed.). Darwin and Facial Ex- pression: A Century of Research in Review, New York: Academic Press, 169-222.
  • Ergin, C. (1996). Turkish health personnel norms for Maslach Burnout Inventory.3P Journal (Dergisi), 4(1), 28-33.
  • Evers, J.G., Brouwers, A., Tomic, W. (2002). Burnout and Self-Efficacy: A Study on Teachers’ Beliefs When Implementiny an Innovative Educational System in the Netherlands. British Journal of Ed- ucation Psychology, Heerlen, TheNetherlans, 72, 227-243.
  • Evers, W.J., Tomic, W., &Brouwers, A. (2004). Burn- out among teachers: Students’ and teachers’ per- ceptions compared. School Psychology International, 25(2), 131-148.
  • Farber, B. (1988). Tailoring Treatment Strategies for Different Types of Burnout.Paper Presented at the Annual Convention of the American Psychological As- sociation San Francisco , CA.
  • Farber, B. A. (1991). Crisis in education: Stress and Burnout in the American Teacher. San Francisco:- Jossey-Bass.
  • Friedman, I.A., Farber, B.A. (1992). Professional Self-Concept as a Predictor of Teacher Burnout, The Journal of Educational Research, 86(1) 28-35.
  • Gates, G. S. (2000). The Socialization of Feelings in Undergraduate Education: A Study of Emotional Management. College Student Journal, 34, 485-504.
  • Glomb, T.M, Tews, M.J. (2004). Emotional Labour: A Conceptualization and Scale Development. Journal of Vocational Behavior, 64, 1-23.
  • Grandey , A.A. (2000). Emotional Regulation in the Workplace: A New Way to Conceptualize Emo- tional Labour. Journal of Occupational Health Psy- chology, 5, 95-110.
  • Grandey , A.A. (2003). When “The Show Must Go On”: Surface Acting and Deep Acting as Deter- minants of Emotional Exhaustion and Peer-Rated Service Delivery.Academy of Management Journal, 46 , 86-96.
  • Grandey , A.A. , Fisk , G.Y. , Steiner , D.D. (2005). Must “Service with a Smile” Be Stressful? The Moderating Role of Personal Control for American and French Employees.Journal of Applied Psycholo- gy, 90, 893-904.
  • Grandey, A. A. (1999). Theeffects of emotionallabor: Employeeattitudes, stressandperformance. Unpub- lisheddoctoraldissertation, Colorado StateUniversity, Fort Collins.
  • Grandey, A.A., Tam, A.P., Brauburger, A.L. (2002). Affective States and Traits in the Workplace: Diary and Survey Data from Young Workers. Motivation and Emotion, 26, 31-55.
  • Greenglass, E.R., Burke, R.J. (1988). Career Orienta- tions and Psychological Burnout in Teachers. Psy- chological Reports, 63, 107-116.
  • Gross, J.J. (2002). Emotions Regulation: Affective, Cognitive, and Social Consequences. Psychophys- iology, 281-291.
  • Gross, J.J., Thompson, R.A. (2007). ‘Emotion Regula- tion: Conceptual Foundations’ in Gross, J.J. (ed.), Handbook of Emotion Regulation. New York: Guilford Press, 3-24.
  • Gross, James, J. (1998). “The Emerging Field of Emo- tion Regulation: An Integrative Review”, Review of General Psychology, 2(3), 271-299.
  • Grove, S.J, Fisk, R.P. (1989). Impression Management in Services Marketing: A Dramaturgical Perspec- tive. In Giacalone , R.A, Rosenfeld, P. (eds.), Im- pression Management in the Organization. Hills- dale, NJ: Erlbaum, 427-438.
  • Hartley, D. (2004). Management, Leadership and the Emotional Order of the School. Journal of Educa- tion Policy, 19(5), 583-594.
  • Hochschild , A.K. (1983). The Managed Heart. Univer- sity of California Press, Berkeley.
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The Role of Supervisor Support in Relationship between Emotional Labour and Job Satisfaction and Burnout

Yıl 2015, Cilt: 17 Sayı: 4, 85 - 112, 01.12.2015

Öz

In this study supervisory support’s moderating effect on the relationship between emotional labour, job satisfaction and burnout has been explored. For this purpose questionnaires were distributed in 12 universities of which six were public and six private universities. Out of initially distributed 400 surveys, 310 were returned, yielding a return rate of 77%. Descriptive factor analysis of Emotional Labour scale yielded three factors which were named as; acting, suppression and deep acting. The analysis indicated that acting and burnout were positively related, however, after its interaction with supervisor support, acting dimension of emotional labour became negatively related to burnout. Similarly, at the initial stage, suppression and burnout were positively related but after its interaction with supervisor support, suppression became negatively related to burnout, too. Additionally, deep acting and burnout were negatively related initially, and after interaction with supervisory support, deep acting’s negative effect on burnout was observed to increase. The relationship between the dimensions of emotional labour and job satisfaction were as follows; acting and job satisfaction became positively related after its interacting with supervisor support though initially there was no significant relation. The same effect was observed in suppression and job satisfaction relationship. Deep acting and satisfaction were observed to have a positive relationship, and this positive effect increased after interacting with support.

Kaynakça

  • Abraham, R. (1989). Emotional Labour and Employee Well-Being.Unpublished Doctoral Dissertation, Uni- versity of Michigan, Ann Arbor.
  • Abraham, R. (1998). Emotional Dissonance in Orga- nizations: The Antecedents, Consequences, and Moderators. Genetic, Social, and General Psychology Monographs, 124(2), 229-247.
  • Adelman, P.K. (1995). Emotional Labour as a Potential Source of Job Stress, in Sauter, S.L., Murphy, L.R. (eds.), Organizational Risk Factors for Job Stress. Washington, DC: American Psychological Associ- ation, 371-381.
  • Adelman, P.K., Zajonc, R.B. (1989). Facial Efference and the Experience of Emotion.Annual Review of Psychology, 40, 249-280.
  • Ashforth , B.E. , Humphrey , R.H. (1993). Emotional Labour in Service Roles: The Influence of Identity. Academy of Management Review, 18, 88-115.
  • Ashforth, B.E., Tomiuk, M.A. (2000). Emotional La- bour and Authenticity: Views From Service Agents. In Fineman, S. (ed.), Emotion in Organizations (2nd ed.), Thousand Oaks, CA: Sage, 184-203.
  • Bakker, A.B, Heuven, E. (2006). Emotional Disso- nance, Burnout, and in-role Performance among Nurses and Police Officers.International Journal of Stress Management, 13, 423-440.
  • Baycan, A. F. (1985). Analysis of the several aspects of job satisfaction between different occupational groups.Masters Thesis (unpublished), Bogazici Uni- versity Institute of Social Sciences.
  • Bellas, M. L. (1999). Emotional labour in academia: The Case of Professors. The ANNALS of the Amer- ican Academy of Political and Social Science, 561, 96–110.
  • Bibou-Nakou, I., Stogiannidou, A., Kiosseoglou, G. (1999).The Relation between Teacher Burnout and Teachers’ Attributions and Practices Regarding School Behaviour Problems, School Psychology In- ternational, 20(2), 209-217.
  • Boyer, E. L. (1987).College: The Undergraduate Experi- ence in America. New York: Harper & Row.
  • Brennan, K. (2006). The Managed Teacher: Emotional Labour, Education, and Technology. Educational Insights, 10(2).
  • Brotheridge C.H., Grandey A.A. (2002). Emotional Labour and Burnout: Comparing Two Perspectives of “People Work”. Journal of Vocational Behavior, 60, 17-39.
  • Brotheridge, C.M., Lee, R.T. (2003). Development and Validation of the Emotional Labour Scale.Journal of Occupational and Organizational Psychology, 76, 365-379.
  • Çelik,M. &Turunç Ö. (2011). DuygusalEmekVePsi- kolojikSıkıntı: Iş–AileÇatışmasınınAracılıkEtki- si. İstanbul ÜniversitesiİşletmeFakültesiDergisi, 40(2), 226-250.
  • Cote, S., & Morgan, L. M. (2002).A longitudinal anal- ysis of the association between emotion regulation, job satisfaction, and intentions to quit.Journal of Organizational Behavior, 23, 947-962.
  • Cropanzano, R., Weiss, H. M., & Elias, S. M. (2004). The impact of display rules and emotional labour on psychological well-being at work.In P. L. Per- rewe& D. C. Ganster (Eds.), Emotional and phys- iological processes and positive intervention strategies (pp. 45-89). Amsterdam: JAI.
  • Çukur, C.Ş. (2009). The Development of the Teacher Emotional Labour Scale (TELS): Validity and Re- liability. Educational Sciences: Theory and Practice, 9(2), 559–574.
  • Deaux, K. (1985). Sex Differences.Annual Review of Psychology, 36, 49-82.
  • Diefendorff , J.M. , Gosserand , R.H. (2003). Under- standing the Emotional Labour Process: A Control Theory Perspective.Journal of Organizational Be- havior, 24, 945-959.
  • Diefendorff , J.M. , Richard , E.M. , Croyle , M.H. (2006). Are Emotional Display Rules Formal job Requirements ?Examination of Employee and Su- pervisor Perceptions.Journal of Occupational and Organizational Psychology, 79, 273-298.
  • Diefendorff, J.M (2008). Goal-Striving and Self-Regu- lation Processes in Kanfer, R., Chen, E., Pritchard, R.D. (eds.), Work Motivation: Past, Present, and Fu- ture, NewYork, NY: RoutLedge, 151-196.
  • Diefendorff, J.M., Croyle, M.H., Grosserand, R.H. (2005). The Dimensionality and Antecedents and Consequences of Emotional Labour Strategies. Journal of Vocational Behavior, 66, 339-359.
  • Ekman, P. (1973). Cross-Culture Studies of Facial Ex- pression. In Ekman, P. (ed.). Darwin and Facial Ex- pression: A Century of Research in Review, New York: Academic Press, 169-222.
  • Ergin, C. (1996). Turkish health personnel norms for Maslach Burnout Inventory.3P Journal (Dergisi), 4(1), 28-33.
  • Evers, J.G., Brouwers, A., Tomic, W. (2002). Burnout and Self-Efficacy: A Study on Teachers’ Beliefs When Implementiny an Innovative Educational System in the Netherlands. British Journal of Ed- ucation Psychology, Heerlen, TheNetherlans, 72, 227-243.
  • Evers, W.J., Tomic, W., &Brouwers, A. (2004). Burn- out among teachers: Students’ and teachers’ per- ceptions compared. School Psychology International, 25(2), 131-148.
  • Farber, B. (1988). Tailoring Treatment Strategies for Different Types of Burnout.Paper Presented at the Annual Convention of the American Psychological As- sociation San Francisco , CA.
  • Farber, B. A. (1991). Crisis in education: Stress and Burnout in the American Teacher. San Francisco:- Jossey-Bass.
  • Friedman, I.A., Farber, B.A. (1992). Professional Self-Concept as a Predictor of Teacher Burnout, The Journal of Educational Research, 86(1) 28-35.
  • Gates, G. S. (2000). The Socialization of Feelings in Undergraduate Education: A Study of Emotional Management. College Student Journal, 34, 485-504.
  • Glomb, T.M, Tews, M.J. (2004). Emotional Labour: A Conceptualization and Scale Development. Journal of Vocational Behavior, 64, 1-23.
  • Grandey , A.A. (2000). Emotional Regulation in the Workplace: A New Way to Conceptualize Emo- tional Labour. Journal of Occupational Health Psy- chology, 5, 95-110.
  • Grandey , A.A. (2003). When “The Show Must Go On”: Surface Acting and Deep Acting as Deter- minants of Emotional Exhaustion and Peer-Rated Service Delivery.Academy of Management Journal, 46 , 86-96.
  • Grandey , A.A. , Fisk , G.Y. , Steiner , D.D. (2005). Must “Service with a Smile” Be Stressful? The Moderating Role of Personal Control for American and French Employees.Journal of Applied Psycholo- gy, 90, 893-904.
  • Grandey, A. A. (1999). Theeffects of emotionallabor: Employeeattitudes, stressandperformance. Unpub- lisheddoctoraldissertation, Colorado StateUniversity, Fort Collins.
  • Grandey, A.A., Tam, A.P., Brauburger, A.L. (2002). Affective States and Traits in the Workplace: Diary and Survey Data from Young Workers. Motivation and Emotion, 26, 31-55.
  • Greenglass, E.R., Burke, R.J. (1988). Career Orienta- tions and Psychological Burnout in Teachers. Psy- chological Reports, 63, 107-116.
  • Gross, J.J. (2002). Emotions Regulation: Affective, Cognitive, and Social Consequences. Psychophys- iology, 281-291.
  • Gross, J.J., Thompson, R.A. (2007). ‘Emotion Regula- tion: Conceptual Foundations’ in Gross, J.J. (ed.), Handbook of Emotion Regulation. New York: Guilford Press, 3-24.
  • Gross, James, J. (1998). “The Emerging Field of Emo- tion Regulation: An Integrative Review”, Review of General Psychology, 2(3), 271-299.
  • Grove, S.J, Fisk, R.P. (1989). Impression Management in Services Marketing: A Dramaturgical Perspec- tive. In Giacalone , R.A, Rosenfeld, P. (eds.), Im- pression Management in the Organization. Hills- dale, NJ: Erlbaum, 427-438.
  • Hartley, D. (2004). Management, Leadership and the Emotional Order of the School. Journal of Educa- tion Policy, 19(5), 583-594.
  • Hochschild , A.K. (1983). The Managed Heart. Univer- sity of California Press, Berkeley.
  • Hochschild, A.R. (2003). The Managed Heart: Com- mercialization of Human Feeling (2nd end). Berkeley, CA: University of California Press.
  • Holman, D., Chissick, C., Totterdell, P. (2002). The Effects of Performance Monitoring on Emotional Labour and Well-Being in Call Centers. Motiva- tion and Emotions, 26, 57-81.
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  • Kruml, S.M., Geddes, D. (2000). Catching Fire with- out Burning Out; Is There an Ideal Way to Perform Emotional Labour?, in Ashkanasy , N.M. , Hartel C.E.Y. and Zerbe W.J (eds.) , Emotions in the Work- place, Westport, CT: Quorum, 177-88.
  • Lovelock, C. (2001).Services Marketing: People, Technol- ogy, Strategy (4thed.). Englewood Cliffs, NJ: Pren- tice-Hall.
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  • Maslach, C., Jackson, S. E., &Leiter, M. P. (1996). Maslach Burnout Inventory. (3rd ed.). Palo Alto, CA: Consulting Psychologists Press.
  • Maslach, C., Jackson, S.E. (1981). The Measurement of Experienced Burnout, Journal of Organizational Behavior, 2(2), 99-113.
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  • Nias, J. (1999). Teachers’ moral purposes: Stress, vul- nerability and strength. In R. Vandenberghe, & M. Huberman (Eds.), Understanding and Prevent- ing Teacher Burnout: A Source-book of International Research and Practice (pp. 223–237). Cambridge: Cambridge University Press.
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  • Weiss, D.J., Dawis, R.V., England G.W., and Lofquist, L.H. (1967). Manual for the Minnesota Satisfac- tion Questionnaire.Minnesota Studies in Vocational Rehabilitations, XXII.
  • Wharton, A.S, Erickson, R.J (1993). Managing Emo- tions on the Job and at Home: Understanding the Consequences of Multiple Emotional Roles. Acad- emy of Management Review, 18(3), 457-486.
  • Wharton, A.S. (1993). The Affective Consequences of Service Work: managing Emotions on the Job. Work and Occupations, 20(2), 205-232.
  • Wharton, A.S. (1999). The Psychosocial Consequences of Emotional Labour.The ANNALS of the Ameri- can Academy of Political and Social Science, 561(1), 158-176.
  • Winograd, K. (2003). The Functions of Teacher Emo- tions: The Good, the Bad and the Ugly. Teachers College Record, 105(9), 16
  • Yin, H., Lee, J. C. K., Zhang, Z., Jin, Y. (213).Exploring the Relationship among Teachers’ Emotional Intel- ligence, Emotional Labor Strategies and Teaching Satisfaction.Teaching and Teacher Education, 35, 137–145.41-1673.
  • Yürür, S. &Ünlü, O. (2011).Emotional Labour, Emo- tional Exhaustion and Intention to Quit Relation- ship. “İŞ GÜÇ” Industrial Relations and Human Resources Journal, 13(2), 81-104.
  • Zapf, D. (2002). Emotion Work and Psychological Well-Being: A Review of the Literature and Some Conceptual Considerations. Human Resource Man- agement Review, 12, 237-268.
  • Zapf, D., Holz, M. (2006). On the Positive and Neg- ative Effects of Emotions Work in Organizations, European Journal of Work and Organizational Psy- chology, 15(1), 1-28.
  • Zembylas, M. (2004). Emotion Metaphors And Emo- tional Labour In Science Teaching. Science Educa- tion, 88(3), 301–324.
  • Zembylas, M. (2004).Emotion Metaphors and Emo- tional Labour in Science Teaching.Science Educa- tion, 88(3), 301–324,
  • Zhang, Q., & Zhu, W. (2008).Exploring Emotion in Teaching: Emotional Labour, Burnout, and Satis- faction in Chinese Higher Education.Communica- tion Education, 57(1), 105–122.
Toplam 87 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA22YJ75VY
Bölüm Makaleler
Yazarlar

Assoc. Prof. Dr.füsun Bulutlar Bu kişi benim

Dr. Z. Nil Başkaya Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 17 Sayı: 4

Kaynak Göster

APA Bulutlar, A. P. D., & Başkaya, D. Z. N. (2015). The Role of Supervisor Support in Relationship between Emotional Labour and Job Satisfaction and Burnout. ISGUC The Journal of Industrial Relations and Human Resources, 17(4), 85-112.
AMA Bulutlar APD, Başkaya DZN. The Role of Supervisor Support in Relationship between Emotional Labour and Job Satisfaction and Burnout. isguc. Aralık 2015;17(4):85-112.
Chicago Bulutlar, Assoc. Prof. Dr.füsun, ve Dr. Z. Nil Başkaya. “The Role of Supervisor Support in Relationship Between Emotional Labour and Job Satisfaction and Burnout”. ISGUC The Journal of Industrial Relations and Human Resources 17, sy. 4 (Aralık 2015): 85-112.
EndNote Bulutlar APD, Başkaya DZN (01 Aralık 2015) The Role of Supervisor Support in Relationship between Emotional Labour and Job Satisfaction and Burnout. ISGUC The Journal of Industrial Relations and Human Resources 17 4 85–112.
IEEE A. P. D. Bulutlar ve D. Z. N. Başkaya, “The Role of Supervisor Support in Relationship between Emotional Labour and Job Satisfaction and Burnout”, isguc, c. 17, sy. 4, ss. 85–112, 2015.
ISNAD Bulutlar, Assoc. Prof. Dr.füsun - Başkaya, Dr. Z. Nil. “The Role of Supervisor Support in Relationship Between Emotional Labour and Job Satisfaction and Burnout”. ISGUC The Journal of Industrial Relations and Human Resources 17/4 (Aralık 2015), 85-112.
JAMA Bulutlar APD, Başkaya DZN. The Role of Supervisor Support in Relationship between Emotional Labour and Job Satisfaction and Burnout. isguc. 2015;17:85–112.
MLA Bulutlar, Assoc. Prof. Dr.füsun ve Dr. Z. Nil Başkaya. “The Role of Supervisor Support in Relationship Between Emotional Labour and Job Satisfaction and Burnout”. ISGUC The Journal of Industrial Relations and Human Resources, c. 17, sy. 4, 2015, ss. 85-112.
Vancouver Bulutlar APD, Başkaya DZN. The Role of Supervisor Support in Relationship between Emotional Labour and Job Satisfaction and Burnout. isguc. 2015;17(4):85-112.