A Mixed Methods Approach Exploring Teacher Emotional Labor and Burnout among Middle School Teachers

Abstract

While it is well understood that teachers are leaving the profession, what is less discussed is the why behind teachers choosing to leave. In 2023, 44% of teachers surveyed said they were likely or very likely to leave their job within the next two years. By 2025, unfilled teaching positions are expected to approach 200,000 (Mielke, 2023). This mixed methods study focused on the emotional labor of teaching and its influence on middle school teacher burnout. Research question 1 encompassed the perspectives of middle school teachers who have considered leaving teaching. From the qualitative data, seven themes emerged including: 1) Striving to Thrive with Healthy Balance, 2) Value System of Student-Centered Care, 3) Not Enough to Go Around, 4) A Tired Teacher, 5) Safe Spaces Impact Work Perseverance, 6) Administration Sets the Tone, and 7) Bottling Up or Spewing Out. Research question 2 included whether emotional labor, as measured by surface acting (SA), deep acting (DA), and naturally-felt emotions (NFE), was a predictor of middle school teacher burnout. The null hypothesis was rejected, as emotional labor was found to be a predictor of middle school teacher burnout. Surface Acting was associated with the emotional exhaustion and depersonalization of middle school teachers when combined with Deep Acting and Naturally-Felt Emotions. Additionally, Mental Distance and emotional labor (SA, DA, and NFE collectively) were found to be correlated with Surface Acting being statistically significant. Emotional Impairment showed a positive correlation between emotional labor (SA, DA, and NFE collectively) with Deep Acting found to be statistically significant. The findings do support the impact of emotional labor on factors of burnout as core burnout components are exhaustion and mental distance.