A study of the relationship between elementary school teachers’ occupational self-efficacy, emotional labor strategies and occupational well-being

Abstract

The aim of this study is to explore the relationship between primary school teachers’ occupational self-efficacy, emotional labor strategies, and job satisfaction. A questionnaire survey was conducted with primary school teachers in a certain city, and statistical analysis methods were used to obtain the research results. Firstly, primary school teachers generally have a high level of job satisfaction, with certain demographic differences. Among them, female teachers have higher job satisfaction than male teachers, and teachers with more years of experience show higher job satisfaction. Secondly, primary school teachers have overall good occupational self-efficacy, which is positively correlated with job satisfaction. That is, an increase in occupational self-efficacy can promote teachers’ job satisfaction. Additionally, primary school teachers generally adopt positive coping and expressive strategies in emotional labor. There is a certain correlation between emotional labor strategies and job satisfaction, with teachers who adopt positive coping and expressive strategies showing higher job satisfaction. Finally, occupational self-efficacy plays a mediating role between emotional labor strategies and job satisfaction. That is, the choice of emotional labor strategies is influenced by teachers’ occupational self-efficacy, which in turn affects their job satisfaction. This study provides empirical evidence for understanding the job satisfaction of primary school teachers and further reveals the mechanisms of the roles of occupational self-efficacy and emotional labor strategies in influencing teachers’ job satisfaction. The research results can provide relevant policies and measures for educational managers to promote the professional development and well-being of primary school teachers.