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Emotional Display Rules for Clerical Workers, Teachers EMOTIONAL DISPLAY RULES FOR CLERICAL WORKERS, TEACHERS, CUSTODIANS, AND CAFETERIA WORKERS IN PENNSYLVANIA K-12 PUBLIC SCHOOL ORGANIZATIONS by Lindsay L. Pfister Bachelor of Science, Duquesne University, 1999 Masters of Science, Duquesne University, 2004 Masters of Science, Duquesne University, 2006 Submitted to the Graduate Faculty of the School of Education in partial fulfillment of the requirements for the degree of Doctor of Education University of Pittsburgh 2015 UNIVERSITY OF PITTSBURGH SCHOOL OF EDUCATION This dissertation was presented by Lindsay L. Pfister It was defended on May 28, 2015 and approved by Dr. Charlene Trovato, Associate Professor, Administrative and Policy Studies Dr. Stewart Sutin, Clinical Professor, Administrative and Policy Studies Dr. Elizabeth Levine Brown, Assistant Professor, George Mason University Dissertation Advisor: Dr. Mary Margaret Kerr, Professor, Administrative and Policy Studies ii Copyright © by Lindsay L. Pfister 2015 iii EMOTIONAL DISPLAY RULES FOR CLERICAL WORKERS, TEACHERS, CUSTODIANS, AND CAFETERIA WORKERS IN PENNSYLVANIA K-12 PUBLIC SCHOOL ORGANIZATIONS Lindsay L. Pfister, EdD University of Pittsburgh, 2015 Over the last century, the service industry became the greatest provider of jobs in the United States. A key part of service professions are the interactions between employees and customers. During these interactions, employees are likely to express emotions (Rafaeli and Sutton, 1987). In 1983, Hochschild (1983/2012) researched these interactions and developed the theory of emotional labor. Understanding the importance of employee and customer interactions, research of the theory in the retail and hospitality industries developed. The same is beginning to occur in the field of K-12 education. Schools now compete for students making customer service an important aspect of daily operations (Cucchiara, Gold, & Simon, 2011). Interactions between school employees, students, and parents affect retention and recruitment causing the need to provide employees with guidance to ensure positive interactions. Display rules are an operational part of emotional labor, which guide emotional expressions by employees. While emotional display rules offer employees guidelines to do their jobs successfully (Diefendorff & Gosserand, 2003), existing research of K-12 teachers and administrators shows display rules are implied not explicit. The creation of display rules is the responsibility of the organization (Rafaeli and Sutton, 1987), but iv as of this time, there is no known research of emotional display rules from the perspective of the K-12 organization. This research began to address this by conducting a survey of the Pennsylvania Association of School Personnel Administrators membership, which explored the extent to which K-12 public school organizations in Pennsylvania provide and communicate emotional display rules to secretaries (administrative assistants), teachers, custodians, and cafeteria workers. The overall findings indicate Pennsylvania K-12 public school organizations provide emotional display rules rarely to often depending upon employee group. The display rules were more likely to exist for expressions of concern and calmness than for anger and frustration. In addition, the personnel administrators identified individual conversations as the most commonly used method to communicate display rules across employee groups. The findings provide implications for practice and future research for the employee groups individually and collectively. v TABLE OF CONTENTS PREFACE ................................................................................................................................. XIV 1.0 INTRODUCTION ........................................................................................................ 1 2.0 LITERATURE REVIEW ............................................................................................ 4 2.1 DEFINITION OF EMOTIONAL LABOR ....................................................... 4 2.1.1 Original Definition ........................................................................................... 4 2.1.2 Emotional Labor vs. Emotional Regulation .................................................. 5 2.1.3 Growth of Emotional Labor Theory .............................................................. 7 2.2 EMOTIONAL LABOR KEY TERMS ............................................................ 12 2.2.1 Emotional Display Rules ............................................................................... 15 2.2.2 Surface Acting ................................................................................................ 18 2.2.3 Deep Acting .................................................................................................... 19 2.2.4 Natural/Genuine Expression ........................................................................ 20 2.3 RESEARCH IN VARIOUS SERVICE INDUSTRIES .................................. 21 2.3.1 Overview of Research .................................................................................... 21 2.3.1.1 Emotional Labor Theory and Caring Professions ........................... 23 2.3.2 Historical Perspective of Emotional Labor Implications ........................... 25 2.3.2.1 Negative Implication ........................................................................... 26 2.3.2.2 Positive Implications ........................................................................... 27 vi 2.3.2.3 Mixed Implications ............................................................................. 27 2.4 SCOPE OF K-12 EDUCATION EMOTIONAL LABOR LITERATURE . 28 2.5 EMOTIONAL LABOR RESEARCH IN K-12 WORKPLACES ................. 30 2.5.1 Research Locations ........................................................................................ 30 2.5.1.1 Countries with Extensive Educational Emotional Labor Research 35 2.5.1.2 Countries with Minimal Educational Emotional Labor Research . 38 2.5.1.3 Individual Countries Conducting Emotional Labor Research ....... 40 2.5.2 Employee Groups .......................................................................................... 41 2.5.3 Methodologies Applied in Educational Emotional Labor Research......... 47 2.6 IMPLICATIONS OF EMOTIONAL LABOR RESEARCH IN K-12 ORGANIZATIONS ............................................................................................................ 52 2.6.1 Negative Consequences of Emotional Labor in K-12 Organizations........ 53 2.6.2 Effects of Negative Consequences of Emotional Labor ............................. 56 2.6.3 Proposed Methods to Diffuse the Negative Effects of Emotional Labor .. 58 2.6.4 Positive Consequences of Emotional Labor in K-12 Organizations ......... 60 2.7 FUTURE RESEARCH NEEDS ....................................................................... 62 3.0 METHODS ................................................................................................................. 67 3.1 RATIONALE ..................................................................................................... 67 3.2 CONCEPTUAL FRAMEWORK..................................................................... 68 3.3 RESEARCH QUESTIONS ............................................................................... 69 3.4 DESIGN OF PILOT STUDY ........................................................................... 69 3.4.1 Instrument ...................................................................................................... 69 3.4.1.1 Survey Framework and Content ....................................................... 70 vii 3.4.2 Content and Construct Validity ................................................................... 77 3.4.3 Participants .................................................................................................... 78 3.4.4 Collection of Data .......................................................................................... 79 3.4.5 Data Analysis Plan ......................................................................................... 80 4.0 FINDINGS .................................................................................................................. 82 4.1 SAMPLE ............................................................................................................. 82 4.1.1 Demographic Data ......................................................................................... 82 4.1.1.1 Demographic Question 1 .................................................................... 83 4.1.1.2 Demographic Question 2 .................................................................... 83 4.1.1.3 Demographic Question 3 .................................................................... 84 4.1.1.4 Demographic Question 4 .................................................................... 85 4.2 RESEARCH QUESTION 1: TO WHAT EXTENT DO K-12 PUBLIC SCHOOL ORGANIZATIONS IN PENNSYLVANIA HAVE EMOTIONAL DISPLAY RULES FOR SECRETARIES (ADMINISTRATIVE ASSISTANTS), TEACHERS, CUSTODIANS, AND CAFETERIA WORKERS? ................................. 86 4.2.1 Emotional Display Rules for Secretaries (Administrative Assistants) ..... 86 4.2.1.1 Interactions with Students.................................................................. 86 4.2.1.2 Interactions with Parents ................................................................... 87 4.2.2 Emotional Display Rules for Teachers ........................................................ 89 4.2.2.1 Interactions
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