Abstract:

Purpose: This research aims to investigate the relationship between teachers' emotional labor behaviors and their perceptions of effective school. Design/Methodology/Approach: In this study, the applied quantitative research method is relational survey model. The population of the research consists of 1924 secondary school teachers working in the central of Erzurum province in the 2020-2021 academic year. The sample of the study consists of 658 teachers determined by simple random sampling method. The data of the study were collected using the 'Emotional Labor Scale' and the 'Perceived School Effectiveness Scale'. Findings: According to the analysis, it was determined that the emotional labor of the teachers was at a moderate level and their perception of effective school was at a high level. The emotional labor significantly differs depending on gender, educational status, and professional seniority. Teachers' perceptions of effective school does not differ according to gender, educational status, professional seniority. In the study, it was concluded that emotional labor sub-dimensions predicted effective school perception positively and significantly. Highlights: It is seen that teachers' emotional labor has a share in the perception of schools as effective. Based on the results, the research highlights the need to pay attention to teachers' emotional labor behaviors when examining the effectiveness of schools.

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