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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Educational Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1425606

Perceived COVID-19 crisis strength and teachers' emotional labor: Mediating role of interpersonal stress and moderating role of gender

Provisionally accepted
Yantao Shi Yantao Shi 1le q. hu le q. hu 2*huan q. tao huan q. tao 1
  • 1 Guangxi University for Nationalities, Nanning, China
  • 2 Yangzhou Vocational College, Yangzhou, Jiangsu Province, China

The final, formatted version of the article will be published soon.

    Perceived COVID-19 crisis strength has been associated with teachers' emotional labor, but little is known about the mediating and moderating mechanisms underlying this association. This study aimed to explore whether interpersonal stress would mediate the relationship between perceived COVID-19 crisis strength and emotional labor, and whether gender would moderate the indirect pathway between perceived COVID-19 crisis strength and interpersonal stress.Participants were 889 primary-and secondary-school teachers from Guangxi, China, selected using convenient sampling method. They completed measurements regarding emotional labor, interpersonal stress, and perceived COVID-19 crisis strength. Results showed that perceived COVID-19 crisis strength was negatively associated with deep acting but not surface acting, and this association was fully mediated by interpersonal stress. Moreover, the indirect relationship between perceived COVID-19 crisis strength and interpersonal stress was moderated by gender, with the indirect relationship being stronger for male teachers than for female teachers. This study illuminates the psychological mechanisms underlying the association between perceived COVID-19 crisis strength and emotional labor, enriching our understanding of this association and gender differences among primary and secondary school teachers.

    Keywords: perceived COVID-19 crisis strength, Emotional labor, interpersonal stress, gender, primary and secondary school teachers

    Received: 30 Apr 2024; Accepted: 02 Jul 2024.

    Copyright: © 2024 Shi, hu and tao. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: le q. hu, Yangzhou Vocational College, Yangzhou, 225009, Jiangsu Province, China

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.