Research Article
BibTex RIS Cite

Year 2023, Volume: 6 Issue: 1, 71 - 91, 23.06.2023

Münevver Şehitoğlu Mehmet Koçyiğit

https://doi.org/10.35207/later.1207215

Abstract

References

  • Akbaş, A., Bostancı, A. B., (2019). Öğretmenlerin örgütsel politika algıları ile duygusal emek düzeyleri arasındaki ilişki. [The relationship between teachers' perceptions of organizational policy and emotional labor levels.] Uşak University Journal of Educational Research, 5(3), 44-63.
  • Albez, C., & Ada, S. (2017). Okul - aile ortaklığı: güçlükler, beklentiler, gereksinimler, öneriler [School-parent partnership: problems, expectations, requirements, suggestions]. AJELI-Anatolian Journal of Educational Leadership and Instruction, 5(2), 1 - 18.
  • Ashforth, B., & Humphrey, R. (1993). Emotional labor in service roles: The influence of identity. Academy of Management Review, 18(1), 88 - 115.
  • Aslan, D. (2016). Primary school teachers' perception on parental involvement: A qualitative case study. International Journal of Higher Education, 5(2), 131 - 147.
  • Atakan, H. (2010). Okulöncesi eğitiminde aile katılımı çalışmalarının öğretmen ve ebeveyn görüşlerine göre değerlendirilmesi [Participation of family studies in pre-school education according to ideas of teachers and parents]. (Unpublished Master’s Thesis). Çanakkale Onsekiz Mart University, Çanakkale.
  • Ateş, A., & Yıldız, K. (2019). The impact of parents’ meetings on students’ academic success. International Journal of Social Sciences and Education Research, 5(3), 319 - 340.
  • Aydın, Ş. (2004). Organizational stress management. Dokuz Eylul University Journal of Graduate School of Social Sciences, 6(3), 49-74.
  • Ayvaz Tuncel, Z. (2011). Bir meslek olarak öğretmenlik. [Teaching as a profession]. In R. Kıncal (Ed.), Eğitim bilimine giriş [Introduction to educational science]. Grafiker Yayınları.
  • Basım, N., & Beğenirbaş, M. (2012). Çalışma yaşamında duygusal emek: Bir ölçek uyarlama çalışması [Emotional labor in work life: A study of scale adaptation]. Journal of Management and Economics, 19(1), 77-90.
  • Berger, E. (1991). Parent involvement: yesterday and today. The Elementary School Journal, 91(3), 209- 219.
  • Bıyık, Y. (2014). Duygusal emek ile örgütsel vatandaşlık davranışı ilişkisi: Bir araştırma. [The relationship between emotional labor and organizational citizenship behavior: A research]. Gazi University Journal of Faculty of Economics and Administrative Sciences, 16(3), 159 -180.
  • Bursal, M. (2017). SPSS ile temel veri analizi, Ankara: Anı Yayıncılık.
  • Büyüköztürk, S. (2019). Sosyal bilimler için veri analizi el kitabı [Handbook of data analysis for social sciences] (26th Ed.). Ankara: Pegem Akademi.
  • Caner, S. (2019). Duygusal emek ile örgütsel vatandaşlık davranışı arasındaki ilişkiye yönelik bir araştırma [A research on the relationship between emotional labor and organizational citizenship behavior]. (Unpublished Master’s Thesis). Pamukkale University, Denizli.
  • Cheung, F. Y. L., & Tang, C. S. K. (2009). Quality of work life as a mediator between emotional labor and work family interference. Journal of Business and Psychology, 24(3), 245-255.
  • Cerev, G., & Coşkun, S. (2020). Özel okul öğretmenlerinin çalışma sorunları üzerine nitel bir araştırma: Elazığ ili örneği [A qualitative research on worklife based problems of private school teachers: The case of Elazig province]. Fırat Üniversitesi Harput Araştırmaları Dergisi (FÜHAD), 7(13), 125 - 142.
  • Ceylan, A. K. (2017). Öğretmenlerin duygusal emeklerinin sosyo-demografik değişkenler yönünden özellikleri: Batman ili araştırması [Emotional labor of teachers in terms of socio-demographic characteristics: a survey in Batman province]. Batman University Journal of Life Sciences, 7(2), 122 - 132.
  • Cingöz, E. (2018). Öğretmenlerin duygusal emek davranışları ile tükenmişlikleri arasındaki ilişkinin incelenmesi [Investigating the relationship between teachers' emotional labour behaviour and their burnout]. (Unpublished Master’s Thesis). Eskisehir Osmangazi University, Eskisehir.
  • Çiçeklioğlu, H., & Taşlıyan, m. (2019). The effect of emotional labour levels of teachers on citizenship behaviour. Business & Management Studies: An International Journal, 7(5), 3000–3026. https://doi.org/10.15295/bmij.v7i5.1313
  • Diefendorff, J., Richard, E., & Yang, J. (2008). Linking emotion regulation strategies to affective events and negative emotions at work. Journal of Vocational Behavior, 73(3), 498 - 508.
  • Doğan, M. (2019). Öğretmenlerin duygusal emek ve örgütsel yabancılaşma davranışlarının incelenmesi. [Investigation of teachers' emotional labor and organizational alienation behaviors]. (Unpublished Master ‘s Thesis). Ege University, Izmir.
  • Epstein, J. L., & Hollifield, J. H. (1996). Title I and school-family-community partnerships: Using research to realize the potential. Journal of Education for Students Placed at Risk, 1(3), 263-278.
  • Epstein, J., Galindo, C., & Sheldon, S. (2011). Levels of leadership: effects of district and school leaders on the quality of school programs of family and community involvement. Educational Administration Quarterly, 47(3), 462 - 495.
  • Erdoğan, I. (2000). Okul yönetimi ve öğretim liderliği [School Administration and Instructional Leadership]. Istanbul: Sistem Yayıncılık.
  • Ergin, D., & Çayak, S. (2019). Veli beklentileri ölçeği'nin geçerlik ve güvenirlik çalışması [Validity and reliability study of the parent expectations scale]. Balkan & Near Eastern Journal of Social Sciences (BNEJSS), 5(2), 46.
  • Föllling-Albers, M., & Heinzel, F. (2007). Familie und Bildungsinstitutionen [family and educational institutions]. In J. Ecarius, Handbuch Familie [Handbuch Familie] (pp. 300 - 320). Wiesbaden: VS Verlag.
  • Fantuzzo, J., McWayne, C., Perry, M., & Childs, S. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low-income children. School Psychology Review, 33(4), 467-480.
  • Fröhlich-Gildhoff, K. (2013). The cooperation of educational professionals and parents in the field of early childhood education, care and upbringing. German Institute for International Educational Research (DIPF), 11 - 25.
  • Frenzel, A. C., Götz, T., & Pekrun, R. (2008). Ursachen und Wirkungen von Lehreremotionen: Ein Modell zur reziproken Beeinflussung von Lehrkräften und Klassenmerkmalen. Lehrerexpertise-Analyse und Bedeutung unterrichtlichen Handelns, 187-209.
  • Genç, S. (2005). İlköğretim 1. kademedeki okul - aile işbirliği ile ilgili öğretmen ve veli görüşleri. [The views of teachers and parents on the school-family cooperation in the 1st level of primary education]. Türk Eğitim Bilimleri Dergisi, 3(2), 227 - 243.
  • George, D., & Mallery, P. (2010). SPSS for Windows step by step. A simple study guide and reference (10. Ed). GEN, Boston, MA: Pearson Education.
  • Goleman, D. (2020). Duygusal zekâ [Emotional intelligence]. Istanbul: Varlık Yayınları.
  • Grandey, A. (2000). Emotion regulation in the workplace: A new way to conceptualize emotional labor. Journal of Occupational Health Psychology 5(1), 95 - 110.
  • Han, M. (2019). İstanbul örnekleminde ilkokul öğretmenlerinin performansında veli, öğrenci ve meslektaşlarının etkileri [The effects of parents, students and colleagues on the performance of primary school teachers in Istanbul sample.] (Unpublished Master’s Thesis). Istanbul Aydın University, Istanbul.
  • Hatipoğlu, A., & Kavas, E. (2016). Veli yaklaşımlarının öğretmen performansına etkisi [The effects of parents approach on teacher performance]. Journal of the Human & Social Science Researches, 5(4), 1012 - 1034.
  • Hochschild, A. (1979). Emotion work, feeling rules, and social structure. Journal of Sociology, 85(3), 551-575.
  • Hochschild, A. (1983). Comment on Kemper's "Social Constructionist and Positivist Approaches to the Sociology of Emotions". American Journal of Sociology, 89(2), 432-434.
  • Hochschild, A. R. (2006). Das gekaufte Herz Die Kommerzialisierung der Gefühle [The bought heart The commercialization of feelings]. Frankfurt: Campus Verlag.
  • Humphrey, R., Pollack, J., & Hawver, T. (2008). Leading with emotional labor. Journal of Managerial Psychology, 23(2), 151 - 168.
  • Kıldan, A. O. (2011). Öğretmen - çocuk ilişkilerinin çeşitli değişkenler açısından incelenmesi [Examination of teacher-child relationships in terms of various variables]. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (30), 103-120.
  • Kaçamak, N. (2019). Devlet ve özel okul öğretmenlerinin algıladıkları örgütsel destek düzeylerinin duygusal emeklerini yordamalarının incelenmesi [Investigation of the predictions of the perceived organizational support levels of state and private school teachers on their emotional effort]. (Unpublished Master’s Thesis). Yıldız Technical University Institute of Social Sciences, Istanbul.
  • Karasu, A. (2019). Ortaokul öğretmenlerinin duygusal emek davranışları ile tükenmişlik arasındaki ilişkinin incelenmesi (Erzurum ili örneği) [The investigation of the relations between emotional labor behaviors and organizational burnout levels of secondary school teachers]. (Published Master's Thesis). Ataturk University Institute of Educational Sciences, Erzurum.
  • Kesel, U. (2015). Burnout bei Lehrerinnen und Lehrern 45+ Eine kritische Auseinandersetzung mit Ursachen und Präventionsangeboten. Universität Passau (PhD thesis). Passau Universitaet, Philosophische Fakültaet, Passau.
  • Koç Akran, S., & Kocaman, İ. (2018). Öğretmenlerin ve velilerin okul öncesi eğitim kurumlarındaki veli toplantılarına ilişkin algıları [Perception of the teachers and parents regarding parents’ meetings in the pre-school education institution]. International Journal of Education Science and Technology, 4(2), 97 100.
  • Koç, M. (2018). Veli görüşlerine göre veli öğretmen ilişkisi ölçeğinin geliştirilmesi ve veli öğretmen ilişkisinin incelenmesi. Milli Eğitim Dergisi, 47(218), 55-76.
  • Koçak, G., & Gürsoy, G. (2017). Duygusal emek ve tükenmişlik ilişkisi. HAK-İŞ Uluslararası Emek ve Toplum Dergisi, 7 (17), 161-181.
  • Konca, A. S., & Dikmenli, Y. (2021). Okul öncesi öğretmenlerin iş doyumu ve veli yaklaşımları arasındaki ilişkinin incelenmesi. Kırşehir Eğitim Fakültesi Dergisi, 22(3), 2005-2035.
  • Lin, S. (2000). A study of the development of emotional labor loading scale. Sun Yat-Sen Management Review, 8(3), 427-447.
  • Morris, J., & Feldman, D. (1997). Managing emotions in the workplace. Journal of Managerial Issues, 9(3), 257-274.
  • Neckel, S. (2013). Das gekaufte Herz. Zur Kommerzialisierung der Gefühle. [The bought heart. For the commercialization of feelings.] In K. Senge, & R. Schützeichel, Hauptwerke der Emotionssoziologie. [Main works of the sociology of emotions] (pp. 168-175). Wiesbaden: Springer VS.
  • Neuenschwander, M., Lanfranchi, A., & Ermert, C. (2008). Tension between school and family. Federal Coordination Commission for Family Issues, (EKFF).
  • Orman, M. (2012). Velilerin sosyo ekonomik durumu, sınıf veli toplantılarına katılımı ve öğrencilerin başarısı: Tahir Merzeci İlköğretim Okulu örneği [Socio economic status of parents, their participation in class parental meetings and success of students: Tahir Merzeci Primary School sample.] (Unpublished Master's Thesis), Dokuz Eylul University, Izmir.
  • Önal, G. (2019). Öğretmenlerin duygusal emek düzeyleri ile örgütsel vatandaşlık davranışları arasındaki ilişki [The relationship correlation between emotional labor levels of teachers and organizational citizenship behavior levels] (Unpublished Master’s Thesis). Marmara University, Istanbul Sabahattin Zaim University, Istanbul.
  • Özdoğru, M. (2021). İlkokullarda öğretmen-veli ilişkisinde yaşanan sorunlara ilişkin öğretmen görüşleri. Uluslararası Temel Eğitim Çalışmaları Dergisi, 2(1), 68-76.
  • Özgan, H., & Aydın, Z. (2010). Okul-aile işbirliğine ilişkin yönetici, öğretmen ve veli görüşleri. 9. Ulusal sınıf öğretmenliği eğitimi sempozyumu, 20(22), 802-811.
  • Pang, Y. (2010). Facilitating family involvement in early intervention to preschool transition. The School Community Journal, 20(2), 183 - 198.
  • Philipp, A. (2010). Emotionsregulation im Unterricht und Deren Relevanz für das Befinden und Die Arbeitsfaehigkeit von Lehrkraeften In Abhaengigkeit von Der Dauer Im Schuldienst. (Unpublished PhD thesis). Albert-Ludwigs Universitaet, Freiburg.
  • Polatkan, N. (2016). Ortaokul öğretmenlerinin duygusal emek davranışları ile iş doyumları arasındaki ilişki [The relationship between the secondary school teachers' emotional labor and their job satisfaction] (Unpublished Master’s Thesis). Adnan Menderes University, Aydın.
  • Pugliesi, K. (1999). The consequences of emotional labor: Effects of work stress, job satisfaction, and well-being. Motivation and Emotion, 23(2), 125-154.
  • Sacher, W., (2008). Elternarbeit Gestaltungsmöglichkeiten und Grundlagen für alle Schularten. [parental work design options and basics for all types of school]. Bad Heilbrunn: Publisher Julius Klinkhardt. Sacks, S., & Eisenstein, H. (1976). Feminism and psychological autonomy: A study in decision-making. Institute of Education Sciences, 57(8), 419 - 423.
  • Şehitoğlu, M., & Koçyiğit, M. (2020). Parent teacher associations in Turkey and Switzerland: A comparative study. International Journal of Management Academy, 3(3), 632-653.
  • Textor, M. R. (1998). International perspectives on quality child care. Early Childhood Education Journal 25, 167-171.
  • Tomruk Ünal, N. (2020). Özel okul öğretmenlerinin duygusal emek süreçlerine ilişkin görüşlerinin incelenmesi [Analysis of private school teachers opinions about emotional labor processes]. (Unpublished Master’s Thesis). Karabuk University, Karabuk.
  • TDK. (2021). Retrieved from sozluk.gov.tr.
  • Vural, B. (2004). Aile - okul birlikteliği [Family - school collaboration]. Istanbul: Hayat Yayıncılık.
  • Wrana, D. (2008). Autonomie und Struktur in Selbstlernprozessen. Gesellschaftliche, lerntheoretische und empirische Relationierungen [Autonomy and structure in self-learning processes. Social, learning theoretical and empirical relations]. DIPF Leibniz Institute for Research and Information in Education Information Center (IZ) Education, 31 -101.
  • Yağbasan, M., & İmik , N. (2006). Öğretmenlerin aile içi iletişimi (Malatya ili örneği). Fırat Üniversitesi Sosyal Bilimler Dergisi, 16 (2), 227 - 245.
  • Yıldırım, M. & Dönmez, B. (2008). Okul-aile işbirliğine ilişkin bir araştırma (İstiklal İlköğretim Okulu örneği) [A study on the cooperation between the school and parents (İstiklal Primary School Sample)]. Electronic Journal of Social Sciences, 7(23), 98 - 115.
  • Yılmaz Daban, B. (2018). Ortaokul öğretmenlerinin duygusal emek ile tükenmişlik düzeyleri arasındaki ilişkinin incelenmesi [The analysis of the relationship between secondary school teachers' emotional labor and burnout levels.] (Unpublished Master’s Thesis). Recep Tayyip Erdogan University, Rize.
  • Yılmaz, E., & Öznacar, B. (2016). Veli, ebeveyn - anne baba ve okul [Parent, parent - parents and school]. In E. Yılmaz, A. Ünal, M. Caliskan, & S. Sulak, Eğitim Bilimlerinden Yansımalar [Reflections from Educational Sciences] (pp. 59 - 70). Konya: Çizgi Kitabevi.

The Relationship Between Preschool Teachers’ Perceptions of Parental Approach and Levels of Emotional Labor

Year 2023, Volume: 6 Issue: 1, 71 - 91, 23.06.2023

Münevver Şehitoğlu Mehmet Koçyiğit

https://doi.org/10.35207/later.1207215

Abstract

In this study, preschool teachers’ perceptions of parental approach, their
emotional labor levels, and the relationship between them were examined
regarding various variables. 220 preschool teachers working in public and private
preschool institutions in the 2020-2021 academic year participated in this
research. The Emotional Labor Scale and Parental Approach Scale were applied to
preschool teachers. It was found that there is a positive, moderate significant
relationship between the parental approach perceptions of preschool teachers
and their emotional labor levels. Preschool teachers scored highest from the
factor of "natural emotions" related to emotional labor, and the lowest in the
dimension of "superficial role playing". According to the answers given by the
preschool teachers regarding their perceptions of parental approach, the highest
mean was in the dimension of "positive and informative approach", and the lowest
was in the dimension of "negative and critical approach".

Keywords

Emotional labor Parental approach Preschool teachers

References

  • Akbaş, A., Bostancı, A. B., (2019). Öğretmenlerin örgütsel politika algıları ile duygusal emek düzeyleri arasındaki ilişki. [The relationship between teachers' perceptions of organizational policy and emotional labor levels.] Uşak University Journal of Educational Research, 5(3), 44-63.
  • Albez, C., & Ada, S. (2017). Okul - aile ortaklığı: güçlükler, beklentiler, gereksinimler, öneriler [School-parent partnership: problems, expectations, requirements, suggestions]. AJELI-Anatolian Journal of Educational Leadership and Instruction, 5(2), 1 - 18.
  • Ashforth, B., & Humphrey, R. (1993). Emotional labor in service roles: The influence of identity. Academy of Management Review, 18(1), 88 - 115.
  • Aslan, D. (2016). Primary school teachers' perception on parental involvement: A qualitative case study. International Journal of Higher Education, 5(2), 131 - 147.
  • Atakan, H. (2010). Okulöncesi eğitiminde aile katılımı çalışmalarının öğretmen ve ebeveyn görüşlerine göre değerlendirilmesi [Participation of family studies in pre-school education according to ideas of teachers and parents]. (Unpublished Master’s Thesis). Çanakkale Onsekiz Mart University, Çanakkale.
  • Ateş, A., & Yıldız, K. (2019). The impact of parents’ meetings on students’ academic success. International Journal of Social Sciences and Education Research, 5(3), 319 - 340.
  • Aydın, Ş. (2004). Organizational stress management. Dokuz Eylul University Journal of Graduate School of Social Sciences, 6(3), 49-74.
  • Ayvaz Tuncel, Z. (2011). Bir meslek olarak öğretmenlik. [Teaching as a profession]. In R. Kıncal (Ed.), Eğitim bilimine giriş [Introduction to educational science]. Grafiker Yayınları.
  • Basım, N., & Beğenirbaş, M. (2012). Çalışma yaşamında duygusal emek: Bir ölçek uyarlama çalışması [Emotional labor in work life: A study of scale adaptation]. Journal of Management and Economics, 19(1), 77-90.
  • Berger, E. (1991). Parent involvement: yesterday and today. The Elementary School Journal, 91(3), 209- 219.
  • Bıyık, Y. (2014). Duygusal emek ile örgütsel vatandaşlık davranışı ilişkisi: Bir araştırma. [The relationship between emotional labor and organizational citizenship behavior: A research]. Gazi University Journal of Faculty of Economics and Administrative Sciences, 16(3), 159 -180.
  • Bursal, M. (2017). SPSS ile temel veri analizi, Ankara: Anı Yayıncılık.
  • Büyüköztürk, S. (2019). Sosyal bilimler için veri analizi el kitabı [Handbook of data analysis for social sciences] (26th Ed.). Ankara: Pegem Akademi.
  • Caner, S. (2019). Duygusal emek ile örgütsel vatandaşlık davranışı arasındaki ilişkiye yönelik bir araştırma [A research on the relationship between emotional labor and organizational citizenship behavior]. (Unpublished Master’s Thesis). Pamukkale University, Denizli.
  • Cheung, F. Y. L., & Tang, C. S. K. (2009). Quality of work life as a mediator between emotional labor and work family interference. Journal of Business and Psychology, 24(3), 245-255.
  • Cerev, G., & Coşkun, S. (2020). Özel okul öğretmenlerinin çalışma sorunları üzerine nitel bir araştırma: Elazığ ili örneği [A qualitative research on worklife based problems of private school teachers: The case of Elazig province]. Fırat Üniversitesi Harput Araştırmaları Dergisi (FÜHAD), 7(13), 125 - 142.
  • Ceylan, A. K. (2017). Öğretmenlerin duygusal emeklerinin sosyo-demografik değişkenler yönünden özellikleri: Batman ili araştırması [Emotional labor of teachers in terms of socio-demographic characteristics: a survey in Batman province]. Batman University Journal of Life Sciences, 7(2), 122 - 132.
  • Cingöz, E. (2018). Öğretmenlerin duygusal emek davranışları ile tükenmişlikleri arasındaki ilişkinin incelenmesi [Investigating the relationship between teachers' emotional labour behaviour and their burnout]. (Unpublished Master’s Thesis). Eskisehir Osmangazi University, Eskisehir.
  • Çiçeklioğlu, H., & Taşlıyan, m. (2019). The effect of emotional labour levels of teachers on citizenship behaviour. Business & Management Studies: An International Journal, 7(5), 3000–3026. https://doi.org/10.15295/bmij.v7i5.1313
  • Diefendorff, J., Richard, E., & Yang, J. (2008). Linking emotion regulation strategies to affective events and negative emotions at work. Journal of Vocational Behavior, 73(3), 498 - 508.
  • Doğan, M. (2019). Öğretmenlerin duygusal emek ve örgütsel yabancılaşma davranışlarının incelenmesi. [Investigation of teachers' emotional labor and organizational alienation behaviors]. (Unpublished Master ‘s Thesis). Ege University, Izmir.
  • Epstein, J. L., & Hollifield, J. H. (1996). Title I and school-family-community partnerships: Using research to realize the potential. Journal of Education for Students Placed at Risk, 1(3), 263-278.
  • Epstein, J., Galindo, C., & Sheldon, S. (2011). Levels of leadership: effects of district and school leaders on the quality of school programs of family and community involvement. Educational Administration Quarterly, 47(3), 462 - 495.
  • Erdoğan, I. (2000). Okul yönetimi ve öğretim liderliği [School Administration and Instructional Leadership]. Istanbul: Sistem Yayıncılık.
  • Ergin, D., & Çayak, S. (2019). Veli beklentileri ölçeği'nin geçerlik ve güvenirlik çalışması [Validity and reliability study of the parent expectations scale]. Balkan & Near Eastern Journal of Social Sciences (BNEJSS), 5(2), 46.
  • Föllling-Albers, M., & Heinzel, F. (2007). Familie und Bildungsinstitutionen [family and educational institutions]. In J. Ecarius, Handbuch Familie [Handbuch Familie] (pp. 300 - 320). Wiesbaden: VS Verlag.
  • Fantuzzo, J., McWayne, C., Perry, M., & Childs, S. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low-income children. School Psychology Review, 33(4), 467-480.
  • Fröhlich-Gildhoff, K. (2013). The cooperation of educational professionals and parents in the field of early childhood education, care and upbringing. German Institute for International Educational Research (DIPF), 11 - 25.
  • Frenzel, A. C., Götz, T., & Pekrun, R. (2008). Ursachen und Wirkungen von Lehreremotionen: Ein Modell zur reziproken Beeinflussung von Lehrkräften und Klassenmerkmalen. Lehrerexpertise-Analyse und Bedeutung unterrichtlichen Handelns, 187-209.
  • Genç, S. (2005). İlköğretim 1. kademedeki okul - aile işbirliği ile ilgili öğretmen ve veli görüşleri. [The views of teachers and parents on the school-family cooperation in the 1st level of primary education]. Türk Eğitim Bilimleri Dergisi, 3(2), 227 - 243.
  • George, D., & Mallery, P. (2010). SPSS for Windows step by step. A simple study guide and reference (10. Ed). GEN, Boston, MA: Pearson Education.
  • Goleman, D. (2020). Duygusal zekâ [Emotional intelligence]. Istanbul: Varlık Yayınları.
  • Grandey, A. (2000). Emotion regulation in the workplace: A new way to conceptualize emotional labor. Journal of Occupational Health Psychology 5(1), 95 - 110.
  • Han, M. (2019). İstanbul örnekleminde ilkokul öğretmenlerinin performansında veli, öğrenci ve meslektaşlarının etkileri [The effects of parents, students and colleagues on the performance of primary school teachers in Istanbul sample.] (Unpublished Master’s Thesis). Istanbul Aydın University, Istanbul.
  • Hatipoğlu, A., & Kavas, E. (2016). Veli yaklaşımlarının öğretmen performansına etkisi [The effects of parents approach on teacher performance]. Journal of the Human & Social Science Researches, 5(4), 1012 - 1034.
  • Hochschild, A. (1979). Emotion work, feeling rules, and social structure. Journal of Sociology, 85(3), 551-575.
  • Hochschild, A. (1983). Comment on Kemper's "Social Constructionist and Positivist Approaches to the Sociology of Emotions". American Journal of Sociology, 89(2), 432-434.
  • Hochschild, A. R. (2006). Das gekaufte Herz Die Kommerzialisierung der Gefühle [The bought heart The commercialization of feelings]. Frankfurt: Campus Verlag.
  • Humphrey, R., Pollack, J., & Hawver, T. (2008). Leading with emotional labor. Journal of Managerial Psychology, 23(2), 151 - 168.
  • Kıldan, A. O. (2011). Öğretmen - çocuk ilişkilerinin çeşitli değişkenler açısından incelenmesi [Examination of teacher-child relationships in terms of various variables]. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (30), 103-120.
  • Kaçamak, N. (2019). Devlet ve özel okul öğretmenlerinin algıladıkları örgütsel destek düzeylerinin duygusal emeklerini yordamalarının incelenmesi [Investigation of the predictions of the perceived organizational support levels of state and private school teachers on their emotional effort]. (Unpublished Master’s Thesis). Yıldız Technical University Institute of Social Sciences, Istanbul.
  • Karasu, A. (2019). Ortaokul öğretmenlerinin duygusal emek davranışları ile tükenmişlik arasındaki ilişkinin incelenmesi (Erzurum ili örneği) [The investigation of the relations between emotional labor behaviors and organizational burnout levels of secondary school teachers]. (Published Master's Thesis). Ataturk University Institute of Educational Sciences, Erzurum.
  • Kesel, U. (2015). Burnout bei Lehrerinnen und Lehrern 45+ Eine kritische Auseinandersetzung mit Ursachen und Präventionsangeboten. Universität Passau (PhD thesis). Passau Universitaet, Philosophische Fakültaet, Passau.
  • Koç Akran, S., & Kocaman, İ. (2018). Öğretmenlerin ve velilerin okul öncesi eğitim kurumlarındaki veli toplantılarına ilişkin algıları [Perception of the teachers and parents regarding parents’ meetings in the pre-school education institution]. International Journal of Education Science and Technology, 4(2), 97 100.
  • Koç, M. (2018). Veli görüşlerine göre veli öğretmen ilişkisi ölçeğinin geliştirilmesi ve veli öğretmen ilişkisinin incelenmesi. Milli Eğitim Dergisi, 47(218), 55-76.
  • Koçak, G., & Gürsoy, G. (2017). Duygusal emek ve tükenmişlik ilişkisi. HAK-İŞ Uluslararası Emek ve Toplum Dergisi, 7 (17), 161-181.
  • Konca, A. S., & Dikmenli, Y. (2021). Okul öncesi öğretmenlerin iş doyumu ve veli yaklaşımları arasındaki ilişkinin incelenmesi. Kırşehir Eğitim Fakültesi Dergisi, 22(3), 2005-2035.
  • Lin, S. (2000). A study of the development of emotional labor loading scale. Sun Yat-Sen Management Review, 8(3), 427-447.
  • Morris, J., & Feldman, D. (1997). Managing emotions in the workplace. Journal of Managerial Issues, 9(3), 257-274.
  • Neckel, S. (2013). Das gekaufte Herz. Zur Kommerzialisierung der Gefühle. [The bought heart. For the commercialization of feelings.] In K. Senge, & R. Schützeichel, Hauptwerke der Emotionssoziologie. [Main works of the sociology of emotions] (pp. 168-175). Wiesbaden: Springer VS.
  • Neuenschwander, M., Lanfranchi, A., & Ermert, C. (2008). Tension between school and family. Federal Coordination Commission for Family Issues, (EKFF).
  • Orman, M. (2012). Velilerin sosyo ekonomik durumu, sınıf veli toplantılarına katılımı ve öğrencilerin başarısı: Tahir Merzeci İlköğretim Okulu örneği [Socio economic status of parents, their participation in class parental meetings and success of students: Tahir Merzeci Primary School sample.] (Unpublished Master's Thesis), Dokuz Eylul University, Izmir.
  • Önal, G. (2019). Öğretmenlerin duygusal emek düzeyleri ile örgütsel vatandaşlık davranışları arasındaki ilişki [The relationship correlation between emotional labor levels of teachers and organizational citizenship behavior levels] (Unpublished Master’s Thesis). Marmara University, Istanbul Sabahattin Zaim University, Istanbul.
  • Özdoğru, M. (2021). İlkokullarda öğretmen-veli ilişkisinde yaşanan sorunlara ilişkin öğretmen görüşleri. Uluslararası Temel Eğitim Çalışmaları Dergisi, 2(1), 68-76.
  • Özgan, H., & Aydın, Z. (2010). Okul-aile işbirliğine ilişkin yönetici, öğretmen ve veli görüşleri. 9. Ulusal sınıf öğretmenliği eğitimi sempozyumu, 20(22), 802-811.
  • Pang, Y. (2010). Facilitating family involvement in early intervention to preschool transition. The School Community Journal, 20(2), 183 - 198.
  • Philipp, A. (2010). Emotionsregulation im Unterricht und Deren Relevanz für das Befinden und Die Arbeitsfaehigkeit von Lehrkraeften In Abhaengigkeit von Der Dauer Im Schuldienst. (Unpublished PhD thesis). Albert-Ludwigs Universitaet, Freiburg.
  • Polatkan, N. (2016). Ortaokul öğretmenlerinin duygusal emek davranışları ile iş doyumları arasındaki ilişki [The relationship between the secondary school teachers' emotional labor and their job satisfaction] (Unpublished Master’s Thesis). Adnan Menderes University, Aydın.
  • Pugliesi, K. (1999). The consequences of emotional labor: Effects of work stress, job satisfaction, and well-being. Motivation and Emotion, 23(2), 125-154.
  • Sacher, W., (2008). Elternarbeit Gestaltungsmöglichkeiten und Grundlagen für alle Schularten. [parental work design options and basics for all types of school]. Bad Heilbrunn: Publisher Julius Klinkhardt. Sacks, S., & Eisenstein, H. (1976). Feminism and psychological autonomy: A study in decision-making. Institute of Education Sciences, 57(8), 419 - 423.
  • Şehitoğlu, M., & Koçyiğit, M. (2020). Parent teacher associations in Turkey and Switzerland: A comparative study. International Journal of Management Academy, 3(3), 632-653.
  • Textor, M. R. (1998). International perspectives on quality child care. Early Childhood Education Journal 25, 167-171.
  • Tomruk Ünal, N. (2020). Özel okul öğretmenlerinin duygusal emek süreçlerine ilişkin görüşlerinin incelenmesi [Analysis of private school teachers opinions about emotional labor processes]. (Unpublished Master’s Thesis). Karabuk University, Karabuk.
  • TDK. (2021). Retrieved from sozluk.gov.tr.
  • Vural, B. (2004). Aile - okul birlikteliği [Family - school collaboration]. Istanbul: Hayat Yayıncılık.
  • Wrana, D. (2008). Autonomie und Struktur in Selbstlernprozessen. Gesellschaftliche, lerntheoretische und empirische Relationierungen [Autonomy and structure in self-learning processes. Social, learning theoretical and empirical relations]. DIPF Leibniz Institute for Research and Information in Education Information Center (IZ) Education, 31 -101.
  • Yağbasan, M., & İmik , N. (2006). Öğretmenlerin aile içi iletişimi (Malatya ili örneği). Fırat Üniversitesi Sosyal Bilimler Dergisi, 16 (2), 227 - 245.
  • Yıldırım, M. & Dönmez, B. (2008). Okul-aile işbirliğine ilişkin bir araştırma (İstiklal İlköğretim Okulu örneği) [A study on the cooperation between the school and parents (İstiklal Primary School Sample)]. Electronic Journal of Social Sciences, 7(23), 98 - 115.
  • Yılmaz Daban, B. (2018). Ortaokul öğretmenlerinin duygusal emek ile tükenmişlik düzeyleri arasındaki ilişkinin incelenmesi [The analysis of the relationship between secondary school teachers' emotional labor and burnout levels.] (Unpublished Master’s Thesis). Recep Tayyip Erdogan University, Rize.
  • Yılmaz, E., & Öznacar, B. (2016). Veli, ebeveyn - anne baba ve okul [Parent, parent - parents and school]. In E. Yılmaz, A. Ünal, M. Caliskan, & S. Sulak, Eğitim Bilimlerinden Yansımalar [Reflections from Educational Sciences] (pp. 59 - 70). Konya: Çizgi Kitabevi.
There are 70 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Münevver Şehitoğlu 0000-0001-8069-2120

Mehmet Koçyiğit 0000-0002-1836-844X

Publication Date June 23, 2023
Acceptance Date March 6, 2023
Published in Issue Year 2023 Volume: 6 Issue: 1

Cite

APA Şehitoğlu, M., & Koçyiğit, M. (2023). The Relationship Between Preschool Teachers’ Perceptions of Parental Approach and Levels of Emotional Labor. Language Teaching and Educational Research, 6(1), 71-91. https://doi.org/10.35207/later.1207215
 Download Cover Image

27610

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

9635