The effects of emotional management skills and emotional labor behaviors on school's emotional climate

The aim of the research is to determine the effects of teachers' emotion management skills and emotional labor behaviors on school's emotional climate. The sample group of the research consists of teachers working in primary and secondary schools in 5 educational regions in Elazig province center in 2018-2019 academic year and the managers of these selected teachers. The mixed method, in which quantitative and qualitative designs are used together, was used in the research. Relational screening model is used in the quantitative design. For the relational screening model, "Emotional Labor Scale in Schools" and "Emotional Climate Scale of Schools" forms were developed in line with the scale development steps. After exploratory and confirmatory factor analyzes, the scales were accepted to be valid and reliable. Along with the developed scales, "Positive and Negative Emotion Scale" and "Emotion Management Beers Scale" were applied to the sample group. For the qualitative design of the research, the semi-structured interview form was formed as a data collection tool. This created form was applied to the teachers in the sample group. In the research, multiple regression analysis was conducted to measure the effects of emotional labor behaviors and emotional labor behaviors of teachers on emotional climate. In the continuation of the research, mediation analysis was conducted considering emotional labor behaviors as a mediating role in the effect of emotional management skills on emotional climate. In addition, independent sample t-test, one-way anova analysis and correlation analysis were performed. In the research, teachers' emotional management skills and emotional labor behaviors have a significant relationship with emotional climate; At the other stage, it is concluded that independent variables have a significant effect on emotional climate. In the mediation analysis, it was concluded that emotional labor behaviors mediated significantly in the effect of emotion management skills on emotional climate. In the qualitative dimension of the research, the causes of the results obtained from the quantitative dimension were identified and explained. In line with the results obtained, it has been suggested that education should be given to administrators in order to create a positive emotional climate in schools, there should also be gains on "emotion" in the vocational education of teachers, and the importance of emotion in education should be transferred to parents, other stakeholders of the school.