The Effect of Stressful Factors, Locus of Control and Age on Emotional Labour and Burnout among Further and Adult Education Teachers in the U.K.

Abstract

The literature reveals that there are associations between a large number of factors occurring in the classroom and at schools and colleges, and that these impinge on the wellbeing of teachers in terms of emotional labour and burnout. However, most studies are cross-cultural and there has yet to be reliable and valid research conducted into the major occurrences of stressful elements that impinge on teachers in Further Education (FE) and adult education. Furthermore, the extent to which stressors found in FE and adult education are associated with emotional labour and burnout has yet to be elucidated. The literature shows that age is a mediator of both burnout and stress among the older and more experienced teaching staff. Furthermore, locus of control (LOC) is discussed as an important individual difference in moderating stress levels of teachers. This paper investigates the extent to which teachers in FE experience emotional labour and burnout with respect to age and LOC, and how this moderates stress levels. From a survey and focus group interview, the results show that gender and ethnicity, as well as age, had an effect on what teachers found stressful, the frequency and kind of emotional labour they experience, and their particular experiences of burnout. It is suggested that results could be implemented when considering the design of working conditions for individual teachers.