Date of Publication

7-2025

Document Type

Master's Thesis

Degree Name

Master of Science in Psychology Major in Clinical Psychology

Subject Categories

Clinical Psychology | Secondary Education and Teaching

College

College of Liberal Arts

Department/Unit

Psychology

Thesis Advisor

Allan Benedict I. Bernardo

Defense Panel Chair

Maria Guadalupe C. Salanga

Defense Panel Member

Peejay D. Bengwasan
Mary Daganzo

Abstract (English)

Research on emotion labor strategies in educational settings has identified significant gaps in understanding how psychological resources influence teacher burnout outcomes. This study investigated whether psychological capital moderates the relationship between emotion labor strategies (surface acting, deep acting, and expression of naturally felt emotions) and burnout among secondary education teachers in the Philippines. It was hypothesized that deep acting and expression of naturally felt emotions would negatively predict burnout when psychological capital is high (H1), and surface acting would positively predict burnout when psychological capital is low (H2). A cross-sectional, nonexperimental quantitative research design was employed, utilizing self-report questionnaires to assess participants' emotional labor strategies, psychological resources, and burnout levels among secondary teachers. Results revealed that expression of naturally felt emotions consistently protected against burnout regardless of psychological capital levels. However, the expected moderating effects of psychological capital on deep acting and surface acting did not align with the hypotheses, providing a more nuanced perspective than anticipated. These findings contribute to the refinement of conservation of resources theory by revealing important boundary conditions for its protective assumptions and challenging the traditional binary view of coping strategies as either resource-gaining or resource-losing. The study demonstrates the need for multifaceted interventions addressing individual counseling services, institutional policies supporting authentic emotional expression, and systemic education reform prioritizing teacher well-being within culturally informed frameworks specific to Filipino educational contexts.

Abstract Format

html

Language

English

Format

Electronic

Keywords

High school teachers--Philippines; Burn out (Psychology)

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Embargo Period

8-17-2028

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Available for download on Thursday, August 17, 2028

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