本研究旨在了解國小教師工作熱情對情緒耗竭影響的研究，並以表層演出與深層演出作為調節變項。研究對象為全臺灣地區國民小學教師，共發出1068份問卷，回收率71.44%，有效問卷為511 份，問卷回收後分別以敘述統計與SPSS Process 4.1等統計方式進行分析。根據研究結果以及分析歸納之研究結論如下：國小教師在工作熱情的現況呈現高度知覺，情緒耗竭現況呈現中低度知覺、表層演出現況呈現中高度知覺、深層演出現況呈現中高度知覺。在不同背景變項的部分，性別並無顯著差異、不同學歷教師在情緒耗竭部分具顯著差異、不同年資教師在工作熱情上具顯著差異，不同授課時數教師在工作熱情與深層演出具顯著差異。而在國民小學工作熱情、情緒耗竭、表層演出與深層演出之間具有顯著相關，工作熱情與情緒耗竭呈現負相關、表層演出與情緒耗竭呈現正相關、深層演出與情緒耗竭呈現正相關。再者，調節變項的部分，表層演出具備工作熱情對情緒耗竭的調節效果，而深層演出則不具備工作熱情對情緒耗竭的調節效
果。本研究根據以上結論，建議在疫情下需強化教師心理健康意識，關注教師情緒問題、重視教師工作熱情，讓教師找到價值與意義、教育單位可提供情緒管理與紓解的研習與課程，最後教師宜多展現真誠的情緒避免情緒偽裝，藉此降低情緒耗竭的發生。

This study aims to examine the association between passion at work and emotional exhaustion of elementary school teachers: the moderating role of surface acting and deep acting. The participant sample of the study were teachers of national elementary schools in Taiwan. A total of 1068 questionnaires were issued, with a recovery rate of 71.44%, and a total of 511 valid respondents. After the questionnaires were collected,statistical methods such as descriptive statistics and SPSS Process 4.1 were used for analysis. According to the research results and analysis, the research conclusions are as follows. Elementary school teachers have high perception of teachers’ work passion;
teachers have a medium-low perception of emotional exhaustion; teachers have a medium-high perception of surface acting; teachers have a medium-high perception of deep acting. In the differences of background variances, there is no significant difference among the gender of elementary school teachers, but significant difference
among the academics degree for teacher’s emotional exhaustion; significant difference among years of service for teacher’s work passion, and teachers with different teaching hours exhibited significant differences in work passion and deep acting.
There is a significant correlation between the work passion emotional exhaustion, surface acting and deep acting elementary school teachers. There is a significant negative correlation between work passion and emotional exhaustion; There is a significant positive correlation between surface acting and emotional exhaustion; There
is a significant positive correlation between deep acting and emotional exhaustion.Furthermore, teachers’ surface acting have moderating effect on the relationship between work passion and emotional exhaustion, and teachers’ deep acting have not
moderating effect on the relationship between work passion and emotional exhaustion.Based on the above conclusions, this study suggests that under the epidemic situation, it is necessary to strengthen teachers’ mental health awareness, pay attention
to teachers’ emotional problems and work passion, and let teachers get value and meaning. Education department can provide research and courses on emotional management and relief. Finally, teachers should show more sincere emotions and avoid emotional disguise, so as to reduce the generation of low emotions.

王友蘭（2018）。幼兒園教師情緒勞務，工作倦怠對離職傾向之研究。美和學
報，37（1），9-40。http://ir.meiho.edu.tw/ir/handle/987654321/3686
江文慈（2009）。“和顏悅色”與“忍氣吞聲”的背後：國小教師情緒勞動的心
理歷程分析。教育心理學報，40（4），553-575。
https://doi.org/10.6251/BEP.20080710
呂岱儒（2021）。國小教師幸福感內涵之探究。臺灣教育評論月刊，10（6），
132-136。https://reurl.cc/Ay6Q7e
李佩宸、胡芸瑄、楊令瑜、劉十賢（2021 年1 月19 日）無薪、打雜、教學讓道
—實習老師的「出師」代價。報導者。
沈碩彬（2020）。教師靈性、心理資本、工作價值觀、情緒勞務與學校生活適應
之徑路模式探析。教育學誌，（43），105-162。https://reurl.cc/916jpx
周惠櫻（2011）。影響護理人員工作滿足與情緒耗竭因素之探討。美和學報，31
（1），115-126。http://doi.org/10.7067/JMU.201112.0117
林志鈞、楊瓊瑤（2019）。國小教師之職場靈性、組織承諾、情緒耗竭對因應策
略之影響。嶺東學報，44，39-69。https://reurl.cc/856Kqd
岳修平（2000）。即時群播遠距教學之班級經營。課程與教學，3(2)，63-74+154。
https://doi.org/10.6384/CIQ.200004.0063
洪銘建、翁富美、尤國任（2014）。社群網站於國小教師工作壓力、情緒勞務負
荷與情緒耗竭之效用。資訊管理研究，14，15-32。https://reurl.cc/GX59AD
高又淑（2014）。國中小教師社會地位知覺與專業認同之轉變。教師專業研究期
刊，7，27-56。https://reurl.cc/33607V
康峻瑋、陳弘順、黃意文、張志銘（2020）。國小教師情緒智慧、職業倦怠與健
康促進生活型態關係之研究。運動與遊憩研究，14（3），32-45。
https://doi.org/10.29423/JSRR.202003_14(3).03張乃文（2009）。教師情緒素養建立之研究：情緒勞務負荷的觀點。臺中教育大
學學報，23（1），75-98。https://doi.org/10.7037/JNTUE.200906.0075
張芳綺（2014）。國小教師的情緒勞務。師友月刊，564，52-53。
https://doi.org/10.6437/EM.201406_(564).0013
郭生玉（1990）。工作壓力與專業態度對教師工作心厭高低之區別功能研究。教
育心理學報，23，71-97。http://doi.org/10.6251/BEP.19900601.4
陳信豪、余奕斌（2020）。論國小教師情緒管理。臺灣教育評論月刊，9（6），
132-137。https://reurl.cc/OE5lYA
陳春美（2022）。疫情下華語教師線上教學的情緒與因應。華文世界，129，27-
49。
https://www.airitilibrary.com/Publication/alDetailedMesh?DocID=10170855-
202206-202207130021-202207130021-27-49
曾芳琪（2021）。遠距教學的挑戰-如何因應疫情下學習樣態改變的衝擊。臺灣
教育評論月刊，10（9），145-152。https://reurl.cc/GX59Gv
湯秉蓉（2014）。餐飲業第一線服務人員工作熱情與情緒耗竭關係之研究:情緒勞
務策略的中介角色。（系統編號：103NPUS5420004）〔碩士論文，國立屏東科
技大學〕。台灣博碩士論文知識加值系統。https://hdl.handle.net/11296/d8v2kh
黃仁甫（2021）。技術型高中教師工作熱情、工作投入、工作倦怠與工作滿足關
係之研究。（系統編號U0103-2806202109150400）〔碩士在職專班EMBA論文，
私立嶺東科技大學〕。華藝線上圖書館系統。
https://hdl.handle.net/11296/my7d8r
黃志璿、朱曉宇、吳信宏、李怡慶、李荔（2020）。護理人員情緒耗竭與病人安
全文化關係之研究-以中部某區域教學醫院為例。澄清醫護管理雜誌，16（1），
15-25。https://reurl.cc/bG3Lo3
黃秀卿（2018）。應用日誌法探究餐飲業顧客無禮行為對服務人員情緒耗竭之影
響： 跨層次分析。觀光休閒學報， 24 （ 1 ）， 1-38 。
http://doi.org/106267/JTLS.201804_24(1).0001
黃怡婷、賴彥蓉（2021）。探討教師品味信念－關於教師的正向情緒調節。台灣
教育，730，131-139。https://reurl.cc/WqA5Y9
楊洲松（2020）。學在瘟疫蔓延時：新型冠狀病毒疫情下的教育思考。課程研
究，15（1），1-14。http://doi.org/10.3966/181653382020031501001
葉明政（2020）。 2020 年新型冠狀病毒流行下的教師生活與工作：一位基層教
師的自我省思。課程研究，15（1），53-69。
http://doi.org/10.3966/181653382020031501004
謝傳崇、吳麗珠（2016）。國小教師知覺校長情緒勞務與歸屬感關係之研究-以
組織信任為中介變項。教育理論與實踐學刊。34，57-89。
http://doi.org/10.7038/JETP.201612_(34).0003
謝皓薇、葉玉珠（2016）。幼兒英語學習的家庭教育環境、父母效能與學習熱情
之路徑模式。教育心理學報， 47 （ 3 ）， 449-472 。
http://doi.org/10.6251/BEP.20150421
謝傳崇、林致楨（2021）。教師工作熱情的意涵與相關研究。南投文教，38，4-9。
https://reurl.cc/de1Ekg
韓明娟、黃品全、王堅楚（2014）。不當督導對旅館服務人員情緒耗竭與服務導
向組織公民行為之影響：政治技能之調節效果。休憩管理研究，1（1），51-
62。https://reurl.cc/WqA5mL
Aloe, A. M., Shisler, S. M., Norris, B. D., Nickerson, A. B., & Rinker, T. W. (2014).A Multivariate meta-analysis of student misbehavior and teacher burnout.Educational Research Review, 12, 30–44.http://doi.org/10.1016/j.edurev.2014.05.003
Altun, M. (2017). The role of passion in effective teaching and learning. InternationalJournal of Social Sciences & Educational Studies, 3(3), 155-158.http://doi.org/10.23918/ijsses.v3i3p155
Aristotle. (1999). Nicomachean ethics. (M. Ostwald, Trans.). Upper Saddle River, NJ:Prentice Hall.
Årens, A. K., & Morin, A. J. (2016). Relations between teachers’ emotional exhaustion and students’ educational outcomes. Journal of Educational Psychology, 108(6), 800.http://doi.org/10.1037/edu0000105
Ashforth, B. E., & Humphrey, R. H. (1993). Emotional Labour in Service Roles: The Influence of Identity. Academy of Management Review, 18(1), 88-115.http://doi.org/10.2307/258824
Auger, G. A., & Formentin, M. J. (2021). This is depressing: The emotional labor of teaching during the pandemic spring 2020. Journalism & Mass Communication Educator, 76(4), 376-393. https://doi.org/10.1177/10776958211012900
Baker, C. N., Peele, H., Daniels, M., Saybe, M., Whalen, K., Overstreet, S., et al.(2021). The experience of COVID-19 and its impact on teachers’ mental health,coping, and teaching. School Psychology Review. 50(4), 491–504. http://doi.org/10.1080/2372966X.2020.1855473
Basim, H. N., Begenirbas, M., & Can Yalcin, R. (2013). Effects of teacher
personalities on emotional exhaustion: mediating role of emotional labor. Educational Sciences: Theory and Practice, 13(3), 1488-1496.
http://doi.org/10.15640/jthm.v8n1a13.
Bozkurt, B. (2022). The Relationship Between Teachers' Emotional Labor and Digital Burnout: During the COVID-19 Pandemic Process. International Online Journal of Educational Sciences, 14(4),977-988.
https://iojes.net/?mod=makale_tr_ozet&makale_id=62898
Brotheridge, C. M., & Lee, R. T. (2002). Testing a conservation of resources model of the dynamics of emotional labor. Journal of occupational health psychology, 7(1), 57 -67.http://doi.org/10.1037/1076-8998.7.1.57
Brotheridge, C. M., & Grandey, A. A. (2002). Emotional labor and burnout: Comparing two perspectives of “people work”. Journal of vocational behavior, 60(1), 17-39. https://doi.org/10.1006/jvbe.2001.1815
Brown, E. L., Horner, C. G., Kerr, M. M., & Scanlon, C. L. (2014). United States Teachers’ Emotional Labor and Professional Identities. KEDI Journal of Educational Policy, 11, 205-225.
https://www.researchgate.net/publication/271136874_United_States_teachers'_emotional_labor_and_professional_identities
Burić, I., Kim, L. E., & Hodis, F. (2021). Emotional labor profiles among teachers: Associations with positive affective, motivational, and well-being factors. Journal of Educational Psychology, 113(6),1227-1243.http://doi.org/10.1037/edu0000654
Burke, R. J., & Greenglass, E. R. (1995). A longitudinal study of psychological burnout in teachers. Human Relations, 48(2), 187-202.
http://doi.org/10.1177/001872679504800205
Carbonneau, N., Vallerand, R. J., Fernet, C., & Guay, F. (2008). The role of passion for teaching in intrapersonal and interpersonal outcomes. Journal of educational psychology, 100(4), 977-987.http://doi.org/10.1037/a0012545
Cardon, M. S., Gregoire, D. A., Stevens, C. E., & Patel, P. C. (2013). Measuring
entrepreneurial passion: conceptual foundations and scale validation. Journal of Business Venturing, 28(3), 373–396.
Chan, D. W. (2006). Emotional intelligence and components of burnout among
secondary school teachers in Hong Kong. Teaching and Teacher Education,
22(8), 1042–1054.http://doi.org/10.1016/j.tate.2006.04.005
Chan, M. K., Sharkey, J. D., Lawrie, S. I., Arch, D. A., & Nylund-Gibson, K. (2021).Elementary school teacher well-being and supportive measures amid COVID-19:An exploratory study. School Psychology.36(6),533-545.http://doi.org/10.1037/spq0000441
Charnsil, C., Narkpongphun, A., &Chailangkarn, K. (2020). Post-traumatic stress disorder and related factors in students whose school burned down: Cohort study.Asian Journal of Psychiatry, 51, 102004.
https://doi.org/10.1016/j.ajp.2020.102004
Chen, K. Y., Chang, C. W., & Wang, C. H. (2019). Frontline employees’passion and emotional exhaustion: The mediating role of emotional labor strategies.
International Journal of Hospitality Management, 76, 163-172.
http://doi.org/10.1016/j.ijhm.2018.05.006
Chen, P., Lee, F., & Lim, S. (2020). Loving thy work: Developing a measure of work
passion. European Journal of Work and Organizational Psychology, 29, 140-158.http://doi.org/10.1080/1359432X.2019.1703680
Collie, R. J. (2021). COVID-19 and teachers’ somatic burden, stress, and emotional exhaustion: Examining the role of principal leadership and workplace buoyancy. Aera Open, 7,
2332858420986187.http://doi.org/10.1177/2332858420986187
Corbin, C. M., Alamos, P., Lowenstein, A. E., Downer, J. T., & Brown, J. L. (2019). The role of teacher-student relationships in predicting teachers’personal accomplishment and emotional exhaustion. Journal of School Psychology, 77, 1-12. https://doi.org/10.1016/j.jsp.2019.10.001
Côté, S. (2005). A social interaction model of the effects of emotion regulation on work strain. Academy of Management Review, 30(3), 509–530.http://doi.org/10.5465/amr.2005.17293692
Cropanzano, R., Rupp, D. E., & Byrne, Z. S. (2003). The relationship of emotional exhaustion to work attitudes, job performance, and organizational citizenshipbehaviors. Journal of Applied psychology, 88(1), 160.http://doi.org/10.1037/0021-9010.88.1.160
Darling-Hammond, L. (2001). The challenge of staffing our schools. Educational Leadership, 58, 12–17. http://doi.org/10.1080/00131729409335322
Deci, E. L.,& Ryan, R. M.(2000).The "what" and "why" of goal pursuits: Human needs and the slef-determination of behavior. Psychological Inquiry,11(4),227-268.http://doi.org/10.1207/S15327965PLI1104_01
Descartes, R. (1649). Les passions de l’aˆme. In E. S. Haldane & G. Ross (Trans. 1972Eds.), The philosophical works of Descartes. Cambridge, MA: Cambridge University Press.
Dicke, T., Parker, P. D., Holzberger, D., Kunina, O., Kunter, M., & Leutner, D. (2015).Beginning teachers' efficacy and emotional exhaustion: Latent changes,reciprocity, and the influence of professional knowledge. Teaching and Teacher
Education, 41, 62-72. http://doi.org/10.1016/j.cedpsych.2014.11.003
Diefendorff, J. M., Croyle, M. H., & Gosserand, R. H. (2005). The Dimensionality and Antecedents of Emotional Labor Strategies. Journal of Vocational Behavior, 66(2),339-357. http://doi.org/10.1016/j.jvb.2004.02.001
Donahue, E. G., Forest, J., Vallerand, R. J., Lemyre, P. N., Crevier‐Braud, L., &Bergeron, É. (2012). Passion for work and emotional exhaustion: The mediating role of rumination and recovery. Applied Psychology: Health and Well‐Being, 4(3), 341-368.http://doi.org/10.1111/j.1758-0854.2012.01078.x
Eccles, J.S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
http://doi.org/10.1146/annurev.psych.53.100901.135153
Evers, W. J. G., Tomic, W., & Brouwers, A. (2004). Burnout among teachers: Students’and teachers’ perceptions compared . School Psychology International, 25(2),
131–148. https://doi.org/10.1177/0143034304043670
Fernet, C., Lavigne, G. L., Vallerand, R. J., & Austin, S. (2014). Fired up with passion: Investigating how job autonomy and passion predict burnout at career start in teachers. Work & Stress, 28(3), 270-288.
http://doi.org/10.1080/02678373.2014.935524
Fredrickson, B. L. (2003). The value of positive emotions. American Scientist, 91(4),
330-335.http://10.1511/2003.4.330
Freudenberger, H. J. (1975). The staff burnout syndrome in alternative
institutions. Psychotherapy: Theory, Research & Practice, 12(1), 73.
https://psycnet.apa.org/record/1976-10574-001
Fried, R. L. (2001). The Passionate Teacher: A Practical Guide (2nd Edition).
Second. Boston: Beacon Press.
Frijda, N. H., Mesquita, B., Sonnemans, J., & Van Goozen, S.(1991).The duration of
affective Phenomena or emotions, sentiments,and passions. International Review
of Studies on Emotion, 1(7), 187-225.
https://www.researchgate.net/publication/255522683_The_duration_of_affective
_phenomena_or_emotions_sentiments_and_passions
Gabriel, A. S., Daniels, M. A., Diefendorff, J. M., & Greguras, G. J. (2015).
Emotional labor actors: A latent profile analysis of emotional labor strategies.
Journal of Applied Psychology, 100(3), 863–879.
http://doi.org/10.1037/a0037408
George, J. M. (2000). Emotions and leadership: The role of emotional intelligence.
Human Relations, 53(8), 1027-1055.http://doi.org/10.1177/0018726700538001
Glomb, T. M., & Tews, M. J. (2004). Emotional Labor: A Conceptualization and
Scale Development. Journal of Vocational Behavior, 64, 1-23.
http://dx.doi.org/10.1016/S0001-8791(03)00038-1
Grandey, A. A. (2000). Emotion Regulation in the Workplace: A New Way to
Conceptualize Emotional. Journal of Occupational Health, 5(1), 95-
110.http://doi.org/10.1037/1076-8998.5.1.95
Grandey, A. A. (2003). When “the show must go on”: Surface acting and deep acting
as determinants of emotional exhaustion and peer-rated service delivery.
Academy of Management Journal, 46(1), 86–96.
http://doi.org/10.2307/30040678
Grandey, A. A., & Gabriel, A. S. (2015). Emotional labor at a crossroads: Where do
we go from here? Annual Review of Organizational Psychology and
Organizational Behavior, 2(1), 323–349. http://doi.org/10.1146/annurevorgpsych-
032414-111400
Gross, J. J. (1998). Antecedent-and response-focused emotion regulation: divergent
consequences for experience, expression, and physiology. Journal of personality
and social psychology, 74(1), 224-237.
http://doi.org/10.1037/0022-3514.74.1.224
Gross, J., & Levenson, R. (1997). Hiding feelings: The acute effects of inhibiting
negative and positive emotions. Journal of Abnormal Psychology, 106(1), 95-
103. http://doi.org/10.1037/0021-843X.106.1.95
Gross, J.J., & John, O.P. (2003). Individual differences in two emotion regulation
processes: Implications for affect, relationships, and well-being. Journal of
Personality and Social Psychology, 85, 348-362. http://doi.org/10.1037/0022-
3514.85.2.348
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work
engagement among teachers. Journal of School Psychology, 43(6), 495–513.
https://doi.org/10.1016/j.jsp.2005.11.001
Halbesleben, J. R., & Bowler, W. M. (2007). Emotional exhaustion and job performance:
The mediating role of motivation. Journal of Applied Psychology, 92(1), 93–106.
http://doi.org/10.1037/0021-9010.92.1.93
Hansen, D. T. (2001). Exploring the Moral Heart of Teaching: Toward a Teacher’s
Creed. New York: Teachers College Press.
http://doi.org/10.1093/oso/9780190673987.003.0022
Hargreaves, A. (2000). Mixed emotions: teachers’ perceptions of their interactions with
students. Teaching and Teacher Education, 16(8), 811-826.
http://doi.org/10.1016/S0742-051X(00)00028-7
Hochschild, A. R. (1983). The Managed Heart: Commercialization of Human Feeling.
Berkeley, CA: University of California Press.
Hsieh, C.C., Liang, J. K., & Li, H. C. (2022). Bi-directional work-family conflict. of
home-based teachers in Taiwan during COVID-19: application of job demandsresources
model. Journal of Professional Capital & Community.
https://www.emerald.com/insight/2056-9548
Hsieh, C. C., Ho, S. S. H., Li, H. C., & Liang, J. K. (2021). Mindfulness as moderator
against emotional exhaustion due to online teaching during COVID-19 pandemic:
an investigation using JD-R model and COR theory. Frontiers in Psychology,
5942. https://doi.org/10.3389/fpsyg.2021.781804
Hülsheger, U. R., & Schewe, A. F. (2011). On the costs and benefits of emotional labor:
A meta-analysis of three decades of research. Journal of Occupational Health
Psychology, 16(3), 361–389. http://doi.org/10.1037/a0022876
Ingersoll, R.M.; May, H.(2012) The magnitude, destinations, and determinants of
mathematics and science teacher turnover. Educ. Eval. Policy Analysis, 34(4),
435–464. http://doi.org/10.3102/0162373712454326
Isenbarger, L., & Zembylas, S. M. (2006). The emotional labor of caring in teaching.
Teaching and Teacher Education, 22(1), 120-134.
http://doi.org/10.1016/j.tate.2005.07.002
Jackson, S. E., Turner, J. A., & Brief, A. P. (1987). Correlates of burnout among public
service lawyers. Journal of Organizational Behavior, 8(4), 339-349.
http://doi.org/10.1002/job.4030080406
Jamal, M. T., Anwar, I., & Khan, N. A. (2022). Voluntary part-time and mandatory
full-time telecommuting: A comparative longitudinal analysis of the impact of
managerial, work and individual charac- teristics on job performance.
International Journal of Manpower, 43(6), 1316–1337.
https://doi.org/10.1108/IJM-05-2021-0281
Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P., & Millet, C.(2005). The
experience of work-related stress across occupations. Journal of Managerial
Psychology, 20(2), 178–187. http://doi.org/10.1108/02683940510579803
Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout.
Journal of organizational behavior, 2(2), 99-113.
https://doi.org/10.1002/job.4030020205
Maslach, C., & Jackson, S. E.(1984). Burnout in organizational settings. In S. Oskamp
(Ed.). Applied social psychology annual: applicationsin organization settings, 5,
133-154. http://doi.org/10.1007/978-3-8349-8951-2_1
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual review of
psychology, 52(1), 397-422. http://doi.org/10.7049/JCHCTC.201210.0049
Moe, A. (2016). Harmonious passion and its relationship with teacher wellbeing.
Teaching and Teacher Education, 59, 431-437.
http://doi.org/10.1016/j.tate.2016.07.017
Näring, G., and A. van Droffelaar. (2007) Incorporation of emotional labor in the
demand– control–support model: The relation with emotional exhaustion and
personal accomplishment in nurses. Functionality,Intentionality and
Morality,3,221-236.http://doi.org/10.1016/S1746-9791(07)03009-X
Näring, G., Briët, M., & Brouwers, A. (2006). Beyond demand–control: Emotional
labour and symptoms of burnout in teachers. Work & Stress, 20(4), 303-
315.http://doi.org/10.1080/02678370601065182
Näring, G., Vlerick, P., & Van de Ven, B. (2012). Emotion work and emotional
exhaustion in teachers: The job and individual perspective. Educational Studies,
38(1), 63-72. http://doi.org/10.1080/03055698.2011.567026
Nyanjom, J., & Naylor, D. (2021). Performing emotional labour while teaching
online. Educational Research, 63(2), 147–163.
https://doi.org/10.1080/00131881.2020.1836989
Önder, Ç., & Basım, H. N. (2008). Examination of developmental models of
occupational burnout using burnout profiles of nurses. The Journal of Advanced
Nursing, 64(5),514-523. http://doi.org/10.1111/j.1365-2648.2008.04818.x
Palmer, B. (2017). Teacher passion as a teaching tool .Doctoral dissertation, East
Tennessee State University.
Palma-Vasquez, C., Carrasco, D., & Hernando-Rodriguez, J. C. (2021). Mental health
of teachers who have teleworked due to COVID-19. European Journal of
Investigation in Health, Psychology and Education, 11(2), 515-528.http://doi.org/
10.3390/ejihpe11020037
Peng, J., He, Y., Deng, J., Zheng, L., Chang, Y., & Liu, X. (2019). Emotional labor
strategies and job burnout in preschool teachers: Psychological capital as a
mediator and moderator. Work, 63(3), 335-345.
http://doi.org/10.3233/WOR-192939
Phelps, P. H., & Benson, T. R. (2012). Teachers with a passion for the
profession. Action in Teacher Education, 34(1), 65-76.
http://doi.org/10.1080/01626620.2012.642289
Pogere, E. F., López-Sangil, M. C., García-Senorán, M. M., & González, A. (2019).
Teachers’job stressors and coping strategies: Their structural relationships with
emotional exhaustion and autonomy support. Teaching and Teacher Education, 85,
269-280. http://doi.org/10.1016/j.tate.2019.07.001
Pollack, J. M., Ho, V. T., O’Boyle, E. H., & Kirkman, B. L. (2020). Passion at work:
A meta-analysis of individual work outcomes. Journal of Organizational
Behavior, 41(4), 311–331. https://doi. org/10.1002/job.2434
Ryan, R. M., & Deci, E. L. (2000). Self-determination and the facilitation of intrinsic
motivation, social development, and well-being. American Psychologist, 55(1),
68-78. http://doi.org/10.1037//0003- 066x.55.1.68
Saxton, M. J., Phillips, J. S., & Blakeney, R. N. (1991). Antecedents and consequences
of emotional exhaustion in the airline reservations service sector. Human
relations, 44(6), 583-595.http://doi.org/10.1177/001872679104400604
Santihastuti, A., Widiati, U., Basthomi, Y., & Astuti, U. P. (2022). " It's Frustrating":
EFL Novice Teachers' Emotional Experiences in Online Teaching during the
COVID-19 Pandemic. LEARN Journal: Language Education and Acquisition
Research Network, 15(2), 214-236. https://so04.tcithaijo.
org/index.php/LEARN/article/view/259928
Schumacker, R. E., & Lomax, R. G. (2004). A beginner’s guide to structural equation
modeling (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Seligman, M., & Csikszentmihalyi, M. (2000). Positive psychology: An Introduction.
American Psychologist, 55(1), 5-14.http://doi.org/10.1007/978-3-030-33264-8_3
Serin, H. (2017). The role of passion in learning and teaching. International Journal
of Social Sciences & Educational Studies, 4(1), 60-64
http://doi.org/10.23918/ijsses.v4i1p60
Shirom, A. (1989). Burnout in work organizations. International Review of Industrial
and Organizational Psychology. 25-48. http://doi.org/10.2307/j.ctvdf0bpf.3
Shirom, A., and S. Melamed. (2006). A comparison of the construct validity of two
burnout measures in two groups of professionals. International Journal of Stress
Management.13(2),176–200. http://doi.org/10.1037/1072-5245.13.2.176
Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter ? Relations with
teacher burnout and job satisfaction. Teaching and Teacher Education, 25(3), 518-
524. http://doi.org/10.1016/j.tate.2008.12.006
Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave
the teaching profession: Relations with school context, feeling of belonging, and
emotional exhaustion. Teaching and teacher education, 27(6), 1029-1038.
http://doi.org/10.1016/j.tate.2011.04.001
Skaalvik, E. M., & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as
predictors of engagement, emotional exhaustion, and motivation to leave the
teaching profession. Creative Education, 7(13), 1785-1799.
http://doi.org/10.4236/ce.2016.713182
Skaalvik, E. M., & Skaalvik, S. (2017). Motivated for teaching? Association with
school goal structure, teacher self-efficacy, job satisfaction and emotional
exhaustion. Teaching and Teacher Education, 67, 152-160.
http://doi.org/10.1016/j.tate.2017.06.006
Skaalvik, E.M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy andrelations with strain factors, perceived collective teacher efficacy, and teacher
burnout. Journal of Educational Psychology, 99(3), 611-625.
http://doi.org/10.1037/0022-0663.99.3.611
Sokal, L., Trudel, L. E., & Babb, J. (2020). Canadian teachers’ attitudes toward
change, efficacy, and burnout during the COVID-19 pandemic. International
Journal of Educational Research Open, 1, 100016.
http://doi.org/10.1016/j.ijedro.2020.100016
Sheldon, K. M. (2002). The self-concordance model of healthy goal- striving: When
personal goals correctly represent the person. In E. L. Deci & R. M. Ryan (Eds.),
Handbook of self-determination research (p.65–86). Rochester, NY: The
University of Rochester Press.
Stoeber, J., & Rennert, D. (2008). Perfectionism in school teachers: Relations with
stressappraisals, coping styles, and burnout. Anxiety,stress,and coping,21(1),37-
53. http://doi.org/10.1080/10615800701742461
Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of
the literature and directions for future research. Educational Psychology Review,
15(4), 327-358. https://doi.org/10.1023/A:1026131715856
Trépanier, S. G., Fernet, C., Austin, S., Forest, J., & Vallerand, R. J. (2014). Linking job
demands and resources to burnout and work engagement: Does passion underlie
these differential relationships?. Motivation and Emotion, 38(3), 353-
366.http://doi.org/10.1007/s11031-013-9384-z
Troman, G. (2000). Teacher stress in a low-trust society. British Journal of Sociology
of Education, 21(3), 331-353.
https://idm.nthu.ust.edu.tw/sso/886UST_NTHU/saml2/login/?next=/saml2/idp/lo
gin/process/?url=https://www.proquest.com/scholarly-journals/teacher-stresslow-
trust-society/docview/60093127/se-2
Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J., & Barber, L. K. (2010).
Exploring the association between teachers' perceived student misbehaviour andemotional exhaustion: The importance of teacher efficacy beliefs and emotion
regulation. Educational Psychology,30(2),173-189.
http://doi.org/10.1080/01443410903494460
Tsang, K. K., & Wu, H. (2022). Emotional labour as alienated labour versus selfactualized
labour in teaching: Implications of the outbreak of the COVID-19
pandemic for the debate. Educational Philosophy and Theory, 1-
5.https://doi.org/10.1080/00131857.2022.2108399
Vallerand, R. J. (2018). On the two faces of passion: The harmonious and the
obsessive. The science of interest, 149-173.
Vallerand ,R.J., Paquette,V.,&Chichekian,T(2020) Passion in education: Cross-cultural
and applied perspectives. Charlotte, NC: Information Age Publishing.1-
43.https://www.researchgate.net/publication/341669637_Passion_in_education_
Cross-cultural_and_applied_perspectives
Vallerand, R. J., Blanchard, C., Mageau, G. A., Koestner, R., Ratelle, C., Léonard, M., ...
& Marsolais, J. (2003). Les passions de l'ame: on obsessive and harmonious
passion. Journal of personality and social psychology, 85(4), 756-767.
http://doi.org/10.1037/0022-3514.85.4.756
Vallerand, R. J., Houlfort, N., & Forest, J. (2014). Passion for work: Determinants
and outcomes. The Oxford handbook of work engagement, motivation, and selfdetermination
theory, 85-105.
Vallerand, R. J., Salvy, S. J., Mageau, G. A., Elliot, A. J., Denis, P. L., Grouzet, F. M.,
& Blanchard, C. (2007). On the role of passion in performance. Journal of
personality, 75(3), 505-534. http://doi.org/10.1111/j.1467-6494.2007.00447.x
Voss, T., Wagner, W., Klusmann, U., Trautwein, U., & Kunter, M. (2017). Changes in
beginning teachers’ classroom management knowledge and emotional exhaustion
during the induction phase. Contemporary educational psychology, 51, 170-
184.http://doi.org/10.1016/j.cedpsych.2017.08.002
Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in
teachers: Effects on burnout,job satisfaction, illness, and quitting intentions.
Teaching and Teacher Education, 47, 120-130.
http://doi.org/10.1016/j.tate.2014.12.005
Wharton, A. S. (1993). The affective consequences of service work. Work and
Occupations, 20(2), 205-232.http://doi.org/10.1177/0730888493020002004
Wright, T. A., & Bonett, D. G. (1997). The contribution of burnout to work
performance. Journal of Organizational Behavior, 18(5), 491–499.
http://doi.org/10.1002/(SICI)1099-1379(199709)18:5<491::AIDJOB804>
3.0.CO;2-I
Wright, T. A., & Cropanzano, R. (1998). Emotional exhaustion as a predictor of job
performance and voluntary turnover. Journal of Applied Psychology, 83(3),486–
493. http://doi.org/10.1037/0021-9010.83.3.486
Zammuner, V.L., Lotto.L.,& Galli,C (2001).The regulation of emotions in the helping
professions:Its nature, and its antecedents and consequences. Paper presented at
The Amsterdam Symposium on Feelings and Emotions: The Amsterdam
Symposium.17,43-55. http://doi.org/10.5172/jamh.2.1.43
Zapf, D. (2002). Emotion work and psychological well-being: A review of the literature
and some conceptual considerations. Human resource management review, 12(2),
237-268. https://doi.org/10.1016/S1053-4822(02)00048-7
Zhan, Y., Wang, M. and Shi, J. (2015).Interpersonal process of emotional labor: the
role of negative and positive customer treatment, Personnel Psychology, 69 (3),
pp. 525-557. http://doi.org/10.1111/peps.12114
Zhang, H., Tang, L., Ye, Z., Zou, P., Shao, J., Wu, M., ... & Mu, S. (2020). The role
of social support and emotional exhaustion in the association between workfamily
conflict and anxiety symptoms among female medical staff: a moderated
mediation model. BMC psychiatry, 20(1), 1-9.http://doi.org/10.1186/s12888-
020-02673-2
Zhang, K., Cui, X., Wang, R., Mu, C., & Wang, F. (2022). Emotions, Illness
Symptoms, and Job Satisfaction among Kindergarten Teachers: The Mediating
Role of Emotional Exhaustion. Sustainability, 14(6), 3261.http://doi.org/10.2290/su14063261
Zhang, Q., & Zhu, W. (2008). Exploring emotion in teaching: Emotional labor, burnout and satisfaction in Chinese higher education. Communication Education, 57(1),105-122.http://doi.org/10.1080/03634520701586310
Zhou, Y., & Zhou, G. (2022). Does Telecommuting Incur Burnout in Teachers During the COVID-19 Quarantine Lockdown? A Moderated Mediation Model of Harmonious Passion and Housing Size. The Asia-Pacific Education Researcher,1-12. https://doi.org/10.1007/s40299-022-00706-w Zhu, X., Tian, G., Yin, H., & He, W. (2021). Is familism a motivator or stressor?
Relationships between Confucian familism, emotional labor, work-family
conflict, and emotional exhaustion among Chinese teachers. Frontiers in Psychology, 12, 766047.http://doi.org/10.3389/fpsyg.2021.766047