The Art of Emotional Labor: Balancing Authenticity and Performance in Public Sector Teaching
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This study examines the impact of emotional labor strategies on work performance and the mediating role of self-efficacy. Data were collected from 331 faculty members employed at three public universities in Pakistan. Findings reveal that surface acting hurts teachers' job performance. The structural model reveals no significant relationship between deep acting and self-efficacy, nor between deep acting and job performance, suggesting challenges in internalizing desired emotions. In contrast, genuine or naturally felt emotions positively correlate with job performance and self-efficacy. Furthermore, the findings indicate that self-efficacy mediates the relationship between surface acting and job performance, as well as between the expression of genuine emotions and job performance. Academic leaders should prioritize providing essential training and opportunities for teachers to express their feelings in a healthy manner, which will positively impact their performance and self-efficacy. This study contributes to the existing literature on emotional labor by examining the effects of various strategies on job performance in public-sector university teaching. Incorporating self-efficacy as a moderating variable offers a novel perspective on how educators' beliefs influence their emotional labor strategies and job performance. It provides theoretical and practical insights for supporting teachers' well-being.
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