Investigation of teachers' emotional labour and organizational alienation behaviours

The aim of this research was to put forth the relationship between emotional labour behaviour and organizational alienation behaviors of secondary school teachers differs according to various variables. In this study, Emotional Labour Scale was used for emotional labour behaviours of secondary school teachers developed by Chu and Murrmann (2006) and adapted into Turkish by Kıral (2016) and organizational alienation behaviours of secondary school teachers Organizational Alienation Scale developed by Eryilmaz (2010) was used. With a descriptive survey model to determine the relationship between emotional labour behaviour and organizational alienation behaviours relational screening method was used. In the 2018-2019 academic year, the study universe consists of secondary school teachers who work in the government secondary schools of İzmir province, Karşıyaka, Bornova, Bayraklı and Gaziemeir districts. The sample consisted of 342 secondary school teachers who were selected by the easily accessible sampling method. Personal Information Form, Emotional Labor Scale and Organizational Alienation Scale were used to collect data. T-test, F test Anova (variance analysis) correlation test for independent samples and Kruskal Wallis were used . Pearson Product Moment Correlation Coefficient was used to determine the relationship between emotional labor behaviors and organizational alienation behaviors of secondary school teachers. In order to determine the differences between the groups in the result of Anova test, multiple comparison test Scheffe and Mann Withney were performed. In statistical analysis, the significance level is 0.05. According to findings of the research, secondary school teachers emotional labour was the highest level on surface acting and it was followed by genuine and deep acting. According to gender variable secondary school teachers' emotional labour levels surface acting, genuine acting and deep acting dimensions did not show a significant difference. According to the age variable of secondary school teachers do not show a significant difference in the surface acting, it was concluded that the dimensions of genuine acting and deep acting differed significantly. There is a significant difference genuine dimension between the ages of 36-40 and 41 years and older. According to age dimension of genuine acting the highest average of the variable in the group of 41 years and above, the lowest mean 36-40 age group. The deep acting dimension was statistically significant between 25 and under 25 and 31-35, 36-40 and 41 and above groups. While the highest value of the deep acting variable was 25 years and below, it was found that the lowest value belongs to 36-40 age group. According to the education variable of secondary school teachers, it was concluded that the dimensions of surface acting, genuine acting and deep acting differed significantly. According to the branch variable of secondary school teachers, there is no significant difference between surface acting, genuine acting and deep acting dimensions. According to the professional seniority variable of secondary school teachers do not show a significant difference in the size of the genuine acting, surface acting and deep acting dimensions have been found to differ significantly. According to the results of the research, the surface acting dimension varies significantly between the ages of 16-20 years and 21 years. In the deep acting dimension, there are significant differences between the ages of 1-5 and 16-20 years. According to the level of organizational alienation of the secondary school teachers, the level of organizational alienation that teachers have the highest average score is the dimension of powerlessness while the dimensions of normlessness, isolation, self-estrangement and meaninglessness respectively. According to the gender variable of secondary school teachers, the dimensions of meaninglessness, normlessness and self-estrangement dimensions were not significantly different. The dimensions of powerlessness and isolation show a significant difference according to gender variable. It has been found that males have higher average scores in both the size of powerlessness and the size of the isolation compared to women. It was concluded that the organizational alienation levels of secondary school teachers did not show any meaningful difference according to the age variable, the dimensions of meaninglessness, normlessness, isolation and self-estrangement. However, the size of the powerlessness varies significantly according to the age variable. According to the results of the study, it was found that the dimension of powerlessness was significantly higher between the ages of 25 years and 26-30 years and 36-40 years. According to the education variable of secondary school teachers, the dimensions of powerlessness, meaninglessness, normlessness, isolation and self-estrangement were not found to be significantly different. According to the branch variable of the secondary school teachers, secondary school teachers were not significantly higher than the branches of physical education, music and visual arts teachers in the dimensions of mathematics and science teachers. In the dimension of normlessness, social science teachers show a higher level of significant difference compared to the math and science teachers' branches. Secondary school teachers with low level and 16-20 years of secondary school teachers who had a vocational seniority year 1-5 years in the powerlessness dimension of secondary school teachers had a higher level of significant difference. It is seen that there is a weak negative relationship between surface acting, genuine acting dimension and deep acting behaviours, when secondary school teachers' emotional alienation behaviours are examined with organizational alienation levels, powerlessness, meaninglessness, normlessness, isolation, self-estrangement. It was found that there was only a moderate negative correlation between the emotional labour variables and the powerlessness and the isolation dimension of surface acting behaviour.