Investigation of the Effects of Psychological Counselors' Emotional Labor Strategies on Burnout Levels

Year 2021, Volume: 18 Issue: 43, 6662 - 6681, 07.11.2021

Ümit Kalay , Merve Mamacı

https://doi.org/10.26466/opus.968874

Abstract

In this study, the relationship between emotional labor strategies used by psychological counselors, burnout levels and its sub-dimensions were examined. 294 psychological counselors with active working life in Istanbul participated in the research. The data of the study were obtained by using the Demographic Information Form, the Emotional Labor Scale and the Psychological Counselor Burn-out Scale. Results showed that; there is a significant and positive relationship between the emotional labor subdimension - surface acting and psychological counselor burnout and its sub-dimensions. It has been determined that there is a significant and negative relationship between genuine feelings and psychological counselor burnout and its sub-dimensions. In addition, a significant and positive relationship was found between deep acting and the inadequacy sub-dimension of psychological counselor burnout scale. On the other hand, it was observed that there was no significant relationship between deep acting and psychological counselor burnout and other sub-dimensions. At the end of the research, the findings were examined within the framework of the literature and suggestions were presented for future studies.

Keywords

Renewable Energy, Electrical Energy, ARDL Boundary Test, Simulation

Psikolojik Danışmanların Duygusal Emek Stratejilerinin Tükenmişlik Düzeyleri Üzerindeki Etkisinin İncelenmesi

Abstract

Bu çalışmada, aktif iş yaşamı olan psikolojik danışmanların kullandığı duygusal emek stratejileri ile tükenmişlik ve alt boyutları arasındaki ilişkiler incelenmiştir. Araştırmaya İstanbul ilinde aktif çalışma yaşamı olan 294 psikolojik danışman katılmıştır. Araştırmanın verileri Demografik Bilgi Formu, Duy-gusal Emek Ölçeği ve Psikolojik Danışman Tükenmişlik Ölçeği kullanılarak elde edilmiştir. Elde edilen bulgular; duygusal emek alt boyutu olan yüzeysel rol yapma ile psikolojik danışman tükenmişliği ve alt boyutları arasında anlamlı ve pozitif yönde bir ilişki olduğunu ortaya koymuştur. Diğer bir duygusal emek stratejisi olan doğal duygular ile psikolojik danışman tükenmişliği ve alt boyutları ile arasında anlamlı ve negatif yönde bir ilişki olduğu saptanmıştır. Ayrıca, derin rol yapma ile psikolojik danışman tükenmişliğinin yetersizlik alt boyutu arasında anlamlı ve pozitif bir ilişki tespit edilmiştir. Buna karşın, derin rol yapma boyutu ile psikolojik danışman tükenmişliği ve diğer alt boyutları arasında anlamlı bir ilişkinin bulunmadığı görülmüştür. Araştırmanın sonuç bölümünde, bulgular alan yazın çerçevesinde incelenerek, gelecek çalışmalar için öneriler sunulmuştur.

Keywords

Psikolojik Danışman, Duygusal Emek, Tükenmişlik

References

• Akın, U., Aydın, İ., Erdoğan, Ç., ve Demirkasımoğlu, N. (2014). Emotional labor and burnout among Turkish primary school teachers. The Australian Educational Researcher, 41(2), 155-169.
• Akın, A., Şentürk, L. ve Özçelik, B. (2016). Psikolojik Danışman Tükenmişlik Ölçeğinin Türkçe Formunun geçerlik ve güvenirliği. International Journal Of Eurasia Social Sciences, 7(22), 350-359.
• Ashforth, B. E. ve Humphrey, R. H. (1993). Emotional labor in service roles:The influence of identity. Academy of Management Review, 18(1), 88-115.
• Basım, H. N. ve Beğenirbaş, M. (2012). Çalışma yaşamında duygusal emek: Bir ölçek uyarlama çalışması. Yönetim ve Ekonomi: Celal BayarÜniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 19(1), 77-90.
• Bardhoshi, G., Schweinle, A. ve Duncan, K. (2014). Understanding the impact of school factors on school counselor burnout: A mixed-methods study. Professional Counselor, 4(5), 426-443.
• Brotheridge, C. M. ve Lee, R. T. (2002). Testing a conservation of resources model of the dynamics of emotional labor. Journal of Occupational Health Psychology, 7(1), 57.
• Demerouti, E., Bakker, A. B., Nachreiner, F. ve Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied psychology, 86(3), 499.
• Diefendorff, J. M., Croyle, M. H. ve Gosserand, R. H. (2005). The dimensionality and antecedents of emotional labor strategies. Journal of Vocational Behavior, 66(2), 339-357.
• Grandey, A. A. (2000). Emotional regulation in the workplace: A new way to conceptualize emotional labor. Journal of Occupational Health Psychology, 5(1), 95.
• Grandey, A. A. (2003). When “the show must go on”: Surface acting and deep acting as determinants of emotional exhaustion and peer-rated service delivery. Academy of Management Journal, 46(1), 86-96.
• Goodwin, R. E., Groth, M. ve Frenkel, S. J. (2011). Relationships between emotional labor, job performance, and turnover. Journal of Vocational Behavior, 79(2), 538-548.
• Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44(3), 513.
• Hochschild, A. R. (1979). Emotion work, feeling rules, and social structure. American Journal of Sociology, 85(3), 551-575.
• Hochschild Arlie, R. (1983). The managed heart: Commercialization of human feeling. Berkeley: University of California Press.
• Hülsheger, U. R., ve Schewe, A. F. (2011). On the costs and benefits of emotional labor: a meta-analysis of three decades of research. Journal of Occupational Health Psychology, 16(3), 361.
• Jeung, D. Y., Kim, C. ve Chang, S. J. (2018). Emotional labor and burnout: A review of the literature. Yonsei Medical Journal, 59(2), 187.
• Karim, J., ve Weisz, R. (2011). Emotional intelligence as a moderator of affectivity/emotional labor and emotional labor/psychological distress relationships. Psychological Studies, 56(4), 348-359.
• Kesler, K. D. (1990). Burnout: A multimodal approach to assessment and resolution. Elementary School Guidance ve Counseling, 24(4), 303-311.
• Lee, R. T. ve Ashforth, B. E. (1990). On the meaning of Maslach's three dimensions of burnout. Journal of Applied Psychology, 75(6), 743.
• Lee, R. T. ve Ashforth, B. E. (1996). A meta-analytic examination of the correlates of the three dimensions of job burnout. Journal of Applied Psychology, 81(2), 123.
• Lee, S. M., Baker, C. R., Cho, S. H., Heckathorn, D. E., Holland, M. W., Newgent, R. A., ... ve Yu, K. (2007). Development and initial psychometrics of the counselor burnout inventory. Measurement and Evaluation in Counseling and Development, 40(3), 142-154.
• Lee, Y. H., ve Chelladurai, P. (2018). Emotional intelligence, emotional labor, coach burnout, job satisfaction, and turnover intention in sport leadership. European Sport Management Quarterly, 18(4), 393-412.
• Ma, Y., Wang, F. ve Cheng, X. (2021). Kindergarten teachers’ mindfulness in teaching and burnout: The mediating role of emotionallabor.Mindfulness, 12(3), 722-729.
• Maor, R. ve Hemi, A. (2021). Relationships between role stress, professional identity, and burnout among contemporary school counselors. Psychology in the Schools, 58(8), 1597-1610.
• Maslach, C. (1982). Understanding Burnout: Definitional Issues in Analyzing a Complex Phenomenon. W.S. Paine (Ed.), Job Stress and Burnout: Research, Theory andIntervention Perspectives içinde (s.29-40). Beverly Hills: Sage Focus Editions.
• Maslach, C. (1998). A multidimensional theory of burnout. Theories of Organizational Stress, 68, 85.
• Maslach, C. ve Goldberg, J. (1998). Prevention of burnout: New perspectives. Applied and Preventive Psychology, 7(1), 63-74.
• Maslach, C. ve Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behavior, 2(2), 99-113.
• Maslach, C. ve Leiter, M. P. (2007). Burnout. G. Fink (Ed.), Encyclopedia of Stress içinde (s.368-371). California: Academic Press.
• Maslach, C., Schaufeli, W. B. ve Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397-422.
• Maslach, C., ve Leiter, M. P. (2017). Understanding burnout: New models. C. L. Cooper ve J. C. Quick (Ed.), The Handbook of Stress and Health: A Guide to Research and Practice içinde (s.36–56). New Jersey:Wiley Blackwell.
• Morris, J. A. ve Feldman, D. C. (1996). The dimensions, antecedents, and consequences of emotional labor. Academy of Management Review, 21(4), 986-1010.
• Owen, F. K. ve Güneri, O. Y. (2015). Counseling in Turkey. T. H. Hohenshil, N.E. Amundson ve S.G. Niles (Eds.), Counseling Around the World: An International Handbook içinde (s.293-302). Virginia: American Counseling Association.
• Pervaiz, S., Ali, A. ve Asif, M. (2019). Emotional intelligence, emotional labor strategies and satisfaction of secondary teachers in Pakistan. International Journal of Educational Management, 33(4), 721-733.
• Tabachnick, B.G. ve Fidell, L.S. (2013). Using multivariate statistics. Boston: Pearson.
• Tepeci, M., ve Pala, T. (2016). The effects of job-focused and employee-focused emotional labor on burnout in the hospitality industry inTurkey. Journal of Global Strategic Management, 10(2), 95-105.
• Tolukan, E. (2019). Relationship between emotional labor behavior and burnout level of football coaches. International Journal of Higher Education, 8(2), 7-15.
• Wang, C. J. (2020). Managing emotional labor for service quality: A cross-level analysis among hotel employees. International Journal of Hospitality Management, 88, 102-396.
• Yalçın, A. (2010). Emotional labor: Dispositional antecedents and the role of affective events. (Yayınlanmamış yüksek lisans tezi). Middle East Technical University, Ankara.
• Yin, H. (2015). The effect of teachers’ emotional labour on teaching satisfaction: Moderation of emotional intelligence. Teachers and Teaching, 21(7), 789-810.
• Yin, H., Huang, S. ve Lee, J. C. K. (2017). Choose your strategy wisely: Examining the relationships between emotional labor in teaching and teacher efficacy in Hong Kong primary schools. Teaching and Teacher Education, 66, 127-136.
• Yao, X., Yao, M., Zong, X., Li, Y., Li, X., Guo, F., ve Cui, G. (2015). How school climate influences teachers’ emotional exhaustion: The mediating role of emotional labor. International Journal of Environmental Research and Public Health, 12(10), 12505-12517.
• Yilmaz, K., Altinkurt, Y. ve Güner, M. (2015). The relationship between teachers’ emotional labor and burnout level. Eurasian Journal of Educational Research, 15(59), 75-90.
• Yin, H., Huang, S., ve Chen, G. (2019). The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review. Educational Research Review, 28, 100283.
• Zhang, Y., Zhang, L., Lei, H., Yue, Y. ve Zhu, J. (2016). Lagged effect of daily surface acting on subsequent day’s fatigue. The Service Industries Journal, 36(15-16), 809-826.
• Zhang, Q. ve Zhu, W. (2008). Exploring emotion in teaching: Emotional labor, burnout, and satisfaction in Chinese higher education. Communication Education, 57(1), 105-122.