Emotional Labor Behaviors of Administrative Staff Working at Higher
Education Institutions
Journal Name:
- Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi
Keywords (Original Language):
| Author Name | University of Author | Faculty of Author |
|---|---|---|
Abstract (2. Language):
Individuals feel different emotions both in and outside of their business
lives. In this frame, emotions have a basic role for individuals‘ behaviors and the determiners
from their inner worlds to mutual relations. Despite the importance of emotions in people‘s life,
it is seen that this phenomenon was ignored for a long time in organizational life and
organizations were tried to be structured in accordance with rationalist approach. The
discovery of emotions as an important factor for organizational processes is fairly recent.
Emotions‘ gaining importance at working places and reconsidering organizational life like that
coincide with the view of serving sector‘s rising.
It is important in terms of understanding behaviors in organizations since emotions can affect
behaviors in various ways. Emotions are more intensely felt especially for the works depend on
human being. Individuals are expected to control their emotions and directed in their working
life. It is known that these expectations rise more especially in educational institutions which
there are a human based atmosphere and face-to-face relationships and communication types.
Researches about emotions firstly emerged as management of emotions in accordance with the
organizational aims and description of organizational feeling rules required for individuals.
Today employers‘ efforts to shape workers‘ emotions and emotional displays caused that
emotional effort concept gain importance in the field of organizational behavior. In this sense,
emotional labor is the effort, planning and control needed to express desired level of emotions
while on work. It is a form of regulation in which human resources are expected to display
certain emotions as part of their job and to promote organizational goals. Emotional labor
includes evaluating when to express feelings and when not to, assessing what are and what are
not appropriate expression of emotion, and managing and regulating such expression of
emotions.
Individuals still have several ways to emotional labor in which they can produce their
appropriate emotional displays. These strategies mentioned in the researches conducted on
emotional labor are classified as deep acting, surface acting and genuine emotion. Surface acting
involves employees expressing the emotions required by the job without actually feeling those
emotions. It is usually related not be able to display one‘s negative feelings or acts as s/he feels
positively. Deep acting, whereby one attempts to actually experience or feel the emotions that
one wishes to display. When engaging in deep acting an actor attempts to modify feelings to
match the required displays. Genuine emotion is type of behavior that emerges when feelings
that personnel had to reflect and already felt are same.
Emotional labor as an emotional management process might cause some positive and/or
negative effects on the staff based on the relationship between displayed feelings and real
feelings. Researches about emotional labor generally focused on understanding and explaining
the negative effects of this phenomenon on the staff and so positive effects of emotional labor
have been not studied much.
In this research, emotional labor behaviors of administrative personnel working in universities
were studied. The population of research consists of administrative personnel working in
Canakkale Onsekiz Mart University. The sample was selected by simple random sampling method and 191 people were selected. Since emotional labor behaviors of administrative
personnel working in universities were determined, it is a descriptive study in survey model.
Emotional labor scale was used as a data collection tool.
According to the results, it is seen that participants display genuine emotions more than other
emotional labor strategies and they display surface acting behaviors partially. In terms of
gender variable and deep acting aspect, there is a significant difference in favor of male
participants and there is not any significant difference for other aspects. As compared to service
period in the assigned department, there is a significant difference among the views of
participants for deep acting and genuine emotion aspects. Besides, there are also significant
differences for deep acting aspect in terms of service period in his/her profession and age
variables. As the correlations among the aspects were analyzed, it is seen that aspects of
emotional labor scale are correlated to each other and the highest relationship is between deep
acting and surface acting sub-aspects.
Emotional labor is not a commonly used concept in the field of Educational Sciences and there
are limited researches related to this topic. Education is also a serving sector and it is one of the
areas in which emotions are active most intensely. Therefore, more studies are required. For
example, emotional labor concept can be examined for different variables and grade levels. In
addition, in order not to get negative results from emotional labor behaviors, personnel can be
supported about emotional management and administrators can be trained considering
management of emotional climate by means of trainings, seminars, and other activities.
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Abstract (Original Language):
Çalışma yaşamında duyguların önemli bir yeri vardır. Rasyonel bakış açısıyla uzun süre
önemsenmeyen duygularınhizmet sektörünün de gelişmesiyle birlikte önemsendiği ve araştırma konusu
yapıldığı görülmektedir. Duygular, davranışları pek çok şekilde etkileyebildiğinden örgütteki davranışları
anlamak açısından önemlidir. Günümüzde işverenlerin; çalışanların duygularını ve duygusal gösterimlerini
şekillendirme çabaları, duygusal emek kavramının örgütsel davranış alanında önem kazanmasına neden
olmuştur. Bu çalışmada yükseköğretim kurumlarında görev yapan idari personelin duygusal emek
davranışları ele alınmıştır. Bu bağlamda Çanakkale Onsekiz Mart Üniversitesi‟nde görev yapan 191 idari
personele ulaşılmıştır. Çalışmada veri toplama aracı olarak duygusal emek ölçeği kullanılmıştır. Çalışmanın
sonuçlarına göre idari personelin duygusal emek stratejilerinden daha çok samimi davranış stratejisini
benimsedikleri, yüzeysel davranış stratejisini ise daha az benimsedikleri ortaya çıkmıştır. Duygusal emek
stratejilerinden derin davranış boyutunda cinsiyet, görev yaptığı birimdeki hizmet süresi, meslekteki hizmet
süresi ve yaş değişkeni olmak üzere bütün değişkenlerde anlamlı farklılıklar söz konusudur. Samimi davranış
boyutunda ise sadece görev yaptığı birimdeki hizmet süresi değişkeni açısından anlamlı farklılık söz
konusudur. Yüzeysel davranış boyutunda ise değişkenler açısından anlamlı bir farklılığın bulunmadığı
görülmüştür. Eğitim sektörü duyguların yoğun olarak yaşandığı bir hizmet sektörü olmasına rağmen bu
alanda duygusal emek ile ilgili çalışmaların az olduğu görülmektedir. Bu alanda yapılacak farklı çalışmalarla
duyguların çalışma yaşamındaki önemi ortaya konulabilir.
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