This study aimed at empirically analyzing the effect of the emotional labor and emotional intelligence of people in charge of lifelong education on their burnout. To this end, the following research questions were addressed.
First, how do the demographic variables of people in charge of lifelong education (gender, age, marital status, education level, the type of workplace, and career length) affect their burnout?
Second, how does the emotional labor of people in charge of lifelong education (frequency of emotional display, attentiveness to emotional display, and emotional dissonance) affect their burnout?
Third, how does the emotional intelligence of people in charge of lifelong education (self-emotional appraisal, other''s emotional appraisal, regulation of emotion, and use of emotion) affect their burnout?
In order to answer the questions above, the researcher conducted a survey of people who were in charge of lifelong education and did emotional labor at public institutions, companies, and private lifelong education institutions for citizens in Daegu and A and B cities in Gyeongsangbuk-do for about three weeks from the third week of September to the first week of October. Of a total of 200 questionnaires distributed to the subjects, 191 copies were collected, and after removing 14 inadequately answered ones, 177 copies were subjected to the analyses in the study. Descriptive statistical analysis, factor analysis, correlation analysis, and multiple regression analysis were performed using the SPSS 18.0 program in Korean version.
The results from the analyses showed that among the demographic variables of people in charge of lifelong education, age had a negative effect on their burnout and that emotional labor, an independent variable, exerted a positive effect on their burnout, a dependant variable, and emotional intelligence, another independent variable, had a negative effect on their burnout.
The results raised discussions on the emotional labor and emotional intelligence and burnout, the emotional aspects, not cognitive aspects, of the duty of people in charge of lifelong education.