| Abstract [eng] |
This master’s thesis examines the associations between organisational factors and employees’ emotional stability in high-contact services within the education sector. Education professionals work in an emotionally demanding environment on a daily basis — sustained interaction with students, parents and colleagues calls for emotional as well as professional resources. Although teacher burnout has received considerable research attention, the role of organisational factors in employees’ emotional stability in the context of high-contact services has been insufficiently explored in Lithuania. The research object is the associations between organisational factors and employees’ emotional stability. The aim of the study is to reveal how organisational factors relate to employees’ emotional stability in high-contact services within the education sector. The research strategy is quantitative. Data were collected through an anonymous electronic survey published on an online platform. The research instrument consists of a structured questionnaire developed by the author, comprising three main constructs: organisational factors (8 items), individual emotional stability (6 items) and emotional strain at work (11 items). An additional block measuring perceived impact of organisational factors (4 items) was also included. The study involved 360 education sector employees working in pre-school and general education institutions. Data were processed using SPSS software, applying descriptive statistics, Pearson’s correlation, independent samples t-test and one-way analysis of variance (ANOVA). The findings confirmed the main hypothesis: a statistically significant positive association was found between organisational factors and employees’ individual emotional stability. The more favourably employees rated their organisational environment — supervisor accessibility, clear communication and support mechanisms — the higher level of emotional stability they reported. Additional contextual analysis revealed that emotional strain was negatively associated with both organisational factors and emotional stability. Group comparisons showed significant differences according to job position, duration of contact with service recipients and the aspect of working with students who have special educational needs. In the perceived impact of organisational factors block, respondents rated the importance of clear and timely information as the highest contributor to their emotional balance at work. Based on the research findings, conclusions were drawn and practical recommendations were provided for education organisation managers. |
