Luận Văn Antecedents And Outcomes Of Emotional Labor.doc

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UNIVERSITY OF ECONOMICS HO CHI MINH CITY
International School of Business
------------------------------
Nguyen Anh Phuc
ANTECEDENTS AND OUTCOMES
OF EMOTIONAL LABOR: A STUDY
OF FRONT-LINE EMPLOYEES OF
THE TOURISM INDUSTRY IN
VIETNAM
MASTER OF BUSINESS ADMINISTRATION

UNIVERSITY OF ECONOMICS HO CHI MINH CITY
International School of Business
------------------------------
Nguyen Anh Phuc
ANTECEDENTS AND OUTCOMES
OF EMOTIONAL LABOR: A STUDY
OF FRONT-LINE EMPLOYEES OF
THE TOURISM INDUSTRY IN
VIETNAM
MASTER OF BUSINESS ADMINISTRATION
SUPERVISOR: Nguyen Thi Mai Trang

ACKNOWLEDGEMENT
Firstly, I would like to say thank you very much to Assoc. Prof. Nguyen Thi Mai Trang (my
supervisor) for her valuable instructions and kind supports in helping me finish this academic
research. I also appreciate the members of the thesis defense committee’s comments and
meaningful suggestions to help me to complete this thesis. My sincere thanks are given to all of
my professors at International Business School – University of Economics of Ho Chi Minh City
for their teaching during my master course. Finally, I would like to express my deepest thanks
for my family, friends for always being my side during studying the master course.

CONTENTS
ACKNOWLEDGEMENT
ABSTRACT
ABBREVIATION
1. Introduction ..................................................................................................................1
2. Theoretical background and hypotheses....................................................................5
2.1 Emotional labor .............................................................................................................5
2.2 The relationships among emotional labor and its antecedents and its outcomes..........6
2.2.1. The relationship between emotional intelligence and emotional labor.....................6
2.2.3. The relationship between job autonomy and emotional labor ..................................8
2.2.4. The relationship between emotional display rules and emotional labor ...................8
2.2.5. The relationship between emotional labor and job burnout......................................9
2.2.6. The relationship between emotional labor and job satisfaction ..............................10
2.2.7. The relationship between job burnout and job satisfaction.....................................10
2.3 Research model............................................................................................................11
3. Method.........................................................................................................................12
3.1 Procedure and sample..................................................................................................12
3.2 Measurement (see Appendix D)..................................................................................13
4. Results and discussion................................................................................................16
4.1 Respondents Characteristics........................................................................................16
4.2 Scale validation............................................................................................................18
4.3 Results of structural equation modeling analysis (SEM) ............................................21
4.4 Discussion....................................................................................................................21
5. Conclusion and managerial implications .................................................................25
5.1 Conclusion...................................................................................................................25
5.2 Managerial implications ..............................................................................................26
5.3 Limitations and future research...................................................................................29
References.........................................................................................................................30
APPENDICES..................................................................................................................35

LIST OF FIGURES
Figure 1. Research model………………………………………………………………. 10
Figure 2. Standardized coefficient path ………………………………………………... 24
LIST OF TABLES
Table 1. Respondents’ characteristics...................................................................................................... 17
Table 2. Means, standard deviations, and standardized CFA loadings of items........... 19, 20
Table 3. Correlations (final measurement model).............................................................................. 20
Table 4. Unstandardized structural paths ............................................................................................... 21

ABBREVIATION
CFA
EFA
EFL
HRM
CR
AVE
SEM
SPSS
Confirmatory Factor Analysis
Exploratory Factor Analysis
English as Foreign Language
Human Resource Management
Composite reliability
Averaged variance extracted
Structural equation modeling
Statistical Package for the Social Sciences

ABSTRACT
The new trend of successful tourism companies is truly engaging their front-line service
employees by applying emotional labor theory to maximize service quality, satisfaction,
and behavioral outcomes. This study investigates the antecedents of front-line service
employee emotional labor in the tourism organizations in Vietnam. It also examines the
role of emotional labor toward employee job burnout and job satisfaction. Employing the
CFA & SEM analyses with a sample of 302 front-line employees, the research findings
reveal that emotional intelligence, job autonomy, and emotional display rules has the
positive relationships with emotional labor and emotional labor has a positive
relationship with job burnout. Furthermore, emotional labor negatively relates to job
satisfaction of Vietnamese employees. Finally, job burnout has a negative relationship
with job satisfaction.
Key words: Emotional intelligence, job autonomy, emotional display rules, emotional
labor, job burnout, job satisfaction, tourism.

1. Introduction
The service sector in Viet Nam is identified as one of the key industry to develop the
overall economy growth rate. In the trend of transitioning to the freedom economy, the
service sector, consisting of tourism industry in Vietnam, has always played an important
role. The World Travel & Tourism Council (2014) mentions that the contribution factors
of Travel & Tourism sectors to GDP will be hotels, airlines, airports, travel agents and
leisure and recreation services that deal directly with tourists. The total contribution of
Travel & Tourism to GDP of Vietnam was VND311, 117 Billion (9.6% of GDP) in 2013
and directly created 1,899,000 jobs (3.7% of total employment). Vietnam is one of the
most popular destinations in Asia, the number of international visitors to Vietnam has
been rising every year. It means that tourism industry will have to focus more on better
human resources policies so that they can fare well in the competition and satisfy their
customers due to its special feature is an interaction between service providing by the
service employees and service accepting by customers.
Travel agencies (both traditional and online) dominate the market for Vietnam,
Thailand and the Philippines with a 62%, 66% and 52% share, respectively. However,
direct booking is still getting to the most popular booking channel in Vietnam and
accounts for significant sales in this country (Thornton, 2016). Therefore, creating the
organizations’ reputation is crucial to take advantages the new trend of direct booking
channel. The main characteristic of a service sector is “the contact and interaction
between service providers (employees) and service acceptors (customers)” (Tsaur, Chang
& Wu, 2003, p. 435). The main products provided by tourism organizations are services
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and the employees who play role as service providers will provide those services to
customers. Thus, employee in the tourism industry becomes a part of service products
and their excellent performance help to form image of organizations (Kusluvan, 2003).
Vietnam tourism industry needs to overcome these issues to optimize its potential at least
by using “professional smiling front-line service workers” to be as “country
ambassadors”.
Today, the new trend of successful tourism companies is truly engaging their
front-line service employees by applying emotional labor theory to enhance satisfaction
with their external customers. As stated by Grandey (2000), interest in emotional labor
for research has been gradually started basing on the work of Hochschild (as cited in
Grandey, 2000). Nowadays, business in the tourism is very competitive so that travel
agencies must focus more on "service with a smile" to improve their reputations basing
on customer satisfaction, employee behavioral outcomes. As mentioned above, front-line
service worker’s performance is one of the key points to obtain customer service using
and royalty. Service workers are therefore requested to regulate their feelings well in
acting when interacting with customers (Karatepe, 2010). Hochschild (1983) uses the
definition of emotional labor to indicate front-line service worker’s actions of trying to
regulate both inside feelings and external appearance of showing these feelings to satisfy
company’s expected emotions. This researcher mentions that emotional labor may
involve showing, pretending to express or suppressing emotions (e.g. showing smiles and
good humor…) and in each case, managing emotions of front-line service workers will
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result in more effective workplace interaction. Then, emotions have evolved to help
employees act adaptively to customer behaviors and working situations (Grandey, 2000).
Additionally, emotional intelligence shows that employees are able to recognize
and understand any emotional signal. Based on that ability, front-line service employees
may use suitable ways to manage their feelings and encourage intellectual growth
(Salovey & Mayer, 1990). Therefore, emotional intelligence becomes a critical factors to
make emotional issues easier for service workers to regulate. While front-line service
employees perform their jobs, they always interact to customers face-to-face. So they are
asked to show appropriate manners and control their feelings well (Karatepe, 2010).
Thus, a study of both emotional labor and emotional intelligence for understanding
service employee individual emotional expression to help the service employees keep
smiling faces is really important.
The reality is that front-line service workers in Vietnam are facing to different
kind of stresses. Vietnamnet (2017) reveals that employees have to deal with a lot of
unexpected troubles or customers’ bad attitudes leading to work stress and job burnout.
Sexual harassments while contacting with the customers is not an easy case for
employees to handle and these challenges will hurt employees’ emotion (VOV, 2016).
Moreover, these workers admit that they are tired of fixing the frequent bad tourism
environment of destinations in Vietnam or tired of how using their relationships with
intermediaries to perform the best services for customers (Vietnamnet, 2017). Employees
in the service sector also share their anxieties on balancing their times for families and for
working (Tap Chi Du Lich, 2016). Chowdhary and Prakash (2010) show in their study
3

that the above challenges will create mental and physical pressure resulting job burnout,
less job satisfaction and finally low service quality. Up till now, there are a lot of
researches studying about employees’ emotional labor and emotional labor in developed
countries (Hochschild, 1983; Ashforth & Humphrey, 1993; Grandey, 2000) (also see
appendix G). In scholars’ attempts to search for potential antecedents and outcomes that
have high power to explain worker emotional labor in the service industry, Grandey
(2000) conceptualizes a model to help employees to regulate their emotions when
performing their jobs in the workplace which includes situational cues (e.g. interaction
expectations, emotional events), emotion regulation process (emotional labor, individual
factors, organizational factors), results (e.g. individual well-being, organizational well-
being) and then other works restrict themselves to identify these factors separately or not
in the tourism industry. There is few studies mention the relationships of these factors in
one model to have an empirical research in tourism industry. As the researcher well
searched from previous studies, the study of Hoang (2010) studies the application of
emotional labor to distinguish the differences in emotional labor illustration of female
employees in the low-end sectors and high-end sectors. Very few scholars do the research
about this issue in the tourism industry in Vietnam – where front-line tourism workers
might be counterfeit in claiming for himself or herself by the line others assume he or she
has taken during a particular contact in the contrast of his or her ability to manage
emotions due to a saving face culture in working environment, not basing on
organizational displays rules (Nguyen, Ladkin & Osman, 2016; Quang, Khuong & Le,
2015). More importantly, due to this saving face culture, Vietnamese tourism front-line
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employees often try to control their manners while face-to-face interact with customers
for long time. They will easily hurt physically or emotionally by stress. Thus, this study
try to understand and fill in this gap by testing the effects of emotional intelligence, job
autonomy, emotional display rules on emotional labor, and subsequently on job burnout
and job satisfaction of front-line service workers who are working in the tourism industry
in Vietnam. Basing on the research results, this finding provides managers a deep
understanding about emotional labor. Therefore, findings of this study can be used to
develop the suitable human capital management strategies in the tourism organizations.
2. Theoretical background and hypotheses
2.1 Emotional labor
Emotional labor refers to “the regulation and expression of organizationally desired
emotions at work in order to fulfill the emotional display requirement of the
organizations or job” (Diefendorff, Richard, & Croyle, 2006; p.17). The research of
emotional labor shows that when front-line service employees are asked to have
particular expressions to customers during working might create more pressures to
employees’ feelings. Grandey (2000) mentions employees experience the process of
regulating their manners and showing up to follow the emotional expectations of a job
(e.g. services). These service workers are expected to regulate their emotions (e.g.
displaying positive emotions and acting friendly) while working with customers,
colleagues and supervisors. This study is going to discover the ways that service workers
control their emotions to satisfy with their works and to improve work outcomes.
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Diefendorff et al. (2006) and Grandy (2000) study emotional labor by analyzing
how to show (e.g. surface acting) and control feelings (e.g. deep acting) for meeting
organizational goals. Then, the front-line service employees surely know how to interact
with the customers with an enthusiastic and friendly attitude. That is why, more learning
about this concept is really essential for Vietnamese tourism organizations.
2.2 The relationships among emotional labor and its antecedents and its outcomes
2.2.1. The relationship between emotional intelligence and emotional labor
Emotional intelligence is identified as the concept of “social intelligence” to refer the
ability to use emotions in both oneself and others to produce beneficial outcomes (Wong
& Law, 2002; Salovey & Mayer, 1990). Emotional intelligence shows that employees are
able to recognize and understand any emotional signal. Based on that ability, front-line
service employees may use suitable ways to manage their feelings and encourage
intellectual growth (Wong & Law, 2002; Salovey & Mayer, 1990). It is known as “the
ability to recognize and use information in social interactions” (Grandey, 2000, p. 106).
Characterized by considerable face-to-face interaction with customers, the tourism
industry requires front-line employees to manage, regulate, and control their emotions
effectively (Karatepe, 2010). Front-line service workers, who have knowledge and
understand more about emotional intelligence, are more skillful in using suitable behavior
for each social interactions (Balogun, Balogun, & Agesin, 2016). Emotional intelligence
should be more employed by front-line service employees to provide excellent services
for the customers (Grandey, 2000). Based on that, front-line service employees would
6

really know how they feel and why. Then, they are able to regulate their suitable
emotions as requested.
Employees understand the ways to control their own emotions and are able to
manage when being requested which is defined as emotional intelligence. Then,
employees’ abilities to recognize their own emotions and others known as emotional
intelligence will distinguish from their abilities to regulate their own emotions known as
emotional labor. Emotional intelligence is an important factor in changing emotional
behaviors and it modify employee’s emotional labor (Lee & Ok, 2012). Numerous recent
studies has also used emotional intelligence as service workers’ ability for controlling
emotion and their capacity to regulate the feelings knowing as emotional labor (e.g.
Mastracci, Newman & Guy, 2010; Lee & Ok, 2012). Mastracci el al. (2010) reveal the
knowledge or understanding of employees about emotional intelligence as their abilities
that are needed to regulate emotional labor. Additionally, emotional labor will have an
effect on whether a person engages in surface acting or performs deep acting in case they
experience emotional dissonance (Grandey, 2000). As such, these abilities of emotional
intelligence may help front-line workers know when to perform emotional labor.
Emotional intelligence and emotional labor are always together. If there is no existence of
one of them, other will be disappearing (Guy, Newman & Mastracci, 2014). Thus, it is
proposed:
H1: Emotional intelligence will positively relate to emotional labor.
7

2.2.3. The relationship between job autonomy and emotional labor
Job autonomy is defined by Breaugh (1999), a feeling of having freedom or power to
perform the works oneself. It allows employees to experience their abilities to make their
own decisions and to perform a task without control of anyone else. Job autonomy shows
front-line service employees’ willingness to take part in working with freely expressing
company’s expected emotions (i.e. engage in emotional labor). A front-line service
employee (e.g. tour guide in the tourism industry…) usually interacts directly to
customers, so more job autonomy leads more individual choice and discretion involved in
a job and customers satisfaction. In all the situations or circumstances, when front-line
service employees are required to regulate their emotions by the travel agencies with
freedom or without freedom, they are not themselves anymore. Thus, it is hypothesized:
H2: Job autonomy will positively relate to emotional labor.
2.2.4. The relationship between emotional display rules and emotional labor
Display rules are a social group's informal norms about when, where, and how one
should express emotions (Heuven, Bakker, Schaufeli, & Huisman, 2006; Safdar,
Friedlmeier, Matsumoto, Yoo, Kwantes, Kakai, & Shigemasu, 2009). They may be
known as the standard behavior requirement in socializing with other people. Safdar et al.
(2009) state that the way to show feelings may be different and from these points to
identify one's cultural and social identity. Display rules require people to show suitable
attitudes in different circumstances. While emotional intelligence and emotional labor are
employee’s internal abilities to recognize the feelings and manage one’s own emotions,
emotional display rules are external requirements of the organizations asking their people
8

to show feelings. The local cultures are surely different with the others. Additionally, the
Vietnamese front-line service employee (e.g. tour guide…) lacks working experience
with multi-national customers. Thus, the organizations generally use the display rules as
the expectations for emotional expression that the employees should show the public
(Grandey, 2000). Thus, it is proposed:
H3: Emotional display rules will positively relate to emotional labor.
2.2.5. The relationship between emotional labor and job burnout
Burnout is a stress outcome typically found in employees in service industries. Burnout
occurs when an employee becomes overly emotionally involved in interactions with
customers and has little way to replenish those emotional resources being spent
(Schaufeli & Enzmann, 1998; Grandey, 2000). The signs of burnout are emotional
exhaustion, depersonalization, and reduced personal accomplishment (Cordes &
Dougherty, 1993). When front-line service workers (e.g. tour guide…) are usually face to
face to customers and in this situation they have to know ways to regulate their emotions.
By repeating these actions every day, service workers may be aware of losing emotional
feeling or tiredness. To deal with this happening problems in emotions, front-line service
workers separate themselves from customers by opposing or lying them. If these
problems are not solved, employees will have bad feelings about themselves, their jobs,
and their job performance might reduce as long consequences (Cordes & Dougherty,
1993). Thus, it is hypothesized:
H4: Emotional labor will positively relate to job burnout.
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2.2.6. The relationship between emotional labor and job satisfaction
Job satisfaction is a positive feeling of love doing job and it is also a way to help
employees to evaluate their job performance (Dubinsky & Hartley, 1986). It is said that
when front-line service workers are requested to be nice to customers may help them
enjoy doing their works (Ashforth & Humphrey, 1993). Nevertheless, trying to regulate
their emotions for too while service workers have internal emotional conflicts may
threaten personal feeling (Hochschild, 1983). Vietnam is a keeping face culture,
Vietnamese tourism front-line employees are (e.g. tour guide…) usually face to face to
customers and in this situation they have to know ways to regulate their emotions. By
repeating these actions every day, service workers may be aware of losing emotional
feeling or tiredness and lower their satisfactions. It means the service workers who often
try to regulate emotions with customers may have less job satisfaction. Thus, it is
proposed:
H5: Emotional labor will negatively relate to job satisfaction.
2.2.7. The relationship between job burnout and job satisfaction
According to the work of Rothmann (2008), a positive feeling of love doing job will be
affected very much by too much stress while working. Fairbrother and Warn (2003) state
that employees have more job burnout will reduce their pleasant of performing their jobs.
Furthermore, Rothmann (2008) reaffirms that job satisfaction has been negatively
impacted by pressure or worry caused by the problems on jobs. It shows that when
pressure of work increases and love of doing job will decrease. It is a key point of low
job involvement for frontline service workers in the tourism industry. Additionally, as it
10

is mentioned above, Vietnamese tourism front-line employees often contact face-to-face
to customers with stress will lower their satisfactions. Therefore, the researcher proposed
a hypothesis:
H6: Job burnout will negatively relate to job satisfaction.
2.3 Research model
Figure 1: Research model
11

3. Method
3.1 Procedure and sample
This study were undertaken by an in-depth question qualitative study and a questionnaire
survey from employees in Ho Chi Minh City since most of travel agencies centralize here
(69.7% of Vietnam) & the travel agency creates a link between the customers and service
suppliers (Department of tourism Ho Chi Minh City, 2017). Respondents were front-line
employees (e.g. tour guides…) who are working in the tourism industry. The original
scales was used in the in-depth interviews to adjust the items being suitable for
Vietnamese respondents. The main quantitative survey was used to test the measurement
and structural models. Through the qualitative study, the questionnaires, which were
translated into Vietnamese, were used to question six people in order to modify and
revise all observed items of the draft questionnaire to make improvement for the official
questionnaire. From June 7th
to June 14th
, there were six interviews conducted in Ho Chi
Minh City. Each question of the measurement scale was alternatively asked for
respondents’ understanding and suggestions until every item being fully understood. The
final measurement scales was slightly modified to be suitable used in Vietnam (see
Appendix A, B, & C).
The method of self-administered survey with the convenience sampling approach
was employed for this study. The measurement scales in this study had forty one items so
that the minimum sample size should be: n=41*5=205 samples. From July 13th
to
September 25th
, electronic mail (emails of respondents were provided by tour operators
and by Saigon tour guide union), Google survey (to Saigon tour guide union) and hard
12

copies were (to travel agency offices) used to deliver 500 questionnaires to participants
who are working as front-line officers for travel agencies in Ho Chi Minh City (via
electronic mail was 21%, Google survey was 58% and hard copies were 21%).
After data collection, the researcher collected total 356 responses from 35 travel
agencies; the answer rate was 71.2 percent. Then, total 54 answer sheets were not used
because they were not suitable (13 answers were not from the tourism industry; 8 answer
sheets with the same answer for all questions; and the others with missing answer
values). Finally, 302 answers were enough to be analyzed comparing with a necessary
sample size. The data was used to be calculating Cronbach’s alpha, CFA to test the
reliability and validity of each measurement scale. Then, the model and hypotheses were
tested by using SEM analysis.
3.2 Measurement (see Appendix D)
Job autonomy
Job autonomy was measured by seven-item scale (adapted from Breaugh, 1999).
Job autonomy (adapted from Breaugh, 1999)
JobAuto1. I have freedom choose the ways to do my job
JobAuto2. I can manage my work timetable
JobAuto3. I can arrange my work activities (when I do).
JobAuto4. It is possible for me to decide when to do specific work activities.
JobAuto5. My job allows me change how to be evaluated so that I can highlight my job
and play down others.
JobAuto6. I am allowed to change my job objectives
JobAuto7. I am allowed to manage what I am asked to achieve by my supervisor.
13

Emotional intelligence
Measurement scales for the four components of emotional intelligence comprised of four
components: self-emotions appraisal (3 items); others-emotions appraisal (3 items); use
of emotion (3 items); regulation of emotion (3 items) (adapted from Wong & Law, 2002).
Emotional intelligence (adapted from Wong & Law,
2002) Self-emotions appraisal
SelfEmoA1. I can often know why I have certain feelings.
SelfEmoA2. I understand my own emotions very well.
SelfEmoA3. I always know whether or not I am happy.
Others-emotions appraisal
OtherEmoA1. I know my friends’ feelings from their external manners all the time.
OtherEmoA2. I am a very good person who can see others’ emotions.
OtherEmoA3. I can recognize emotions of people surrounding me.
Use of emotion
UseEmo1. I always have objectives and have big efforts to get them.
UseEmo2. I always trust my competences.
UseEmo3. I encourage myself for being well.
Regulation of emotion
RegulaE1. I can regulate my manner so that I can control difficulties critically.
RegulaE2. I calm down quickly when I lose my temper.
RegulaE3. I regulate my own emotions very well.
Emotional labor
Emotional labor was measured by two sub-dimensions: Deep acting: 4 items; Surface
acting: 4 items (adapted from Diefendorff et al., 2006).
14

Emotional labor (adapted from Diefendorff et al., 2006)
Deep acting
DeepAct1. I just want to do my job without being annoyed.
DeepAct2. I try to recognize the emotions that I need to show to others
DeepAct3. I try my best to feel the emotions that I need to show to customers
DeepAct4. I try to develop my internal feelings that I need to show to my clients
Surface acting
SurfaceAct1. I give an appropriate action to deal with customers
SurfaceAct2. I just pretend to have the emotions I need to display for my job
SurfaceAct3. I express my emotions to client that are different from what I feel inside
SurfaceAct4. I fake a good mood when interacting with customers
Emotional display rules
The measurement scale of emotional display rules was used by four-item scale (adapted
from Heuven et al., 2006).
Emotional display rules (adapted from Heuven et al., 2006)
EmoDisplay1. I am requested to only express positive emotions to customers
EmoDisplay2. I am requested to never express negative emotions to customers
EmoDisplay3. I am requested to place myself in the situation of customers
EmoDisplay4. I am requested to be sincere and authentic with customers interactions
Job burnout
Burnout’s measurement scale was used by five items (adapted from Schaufeli &
Enzmann, 1998).
15

Job burnout (adapted from Schaufeli & Enzmann, 1998)
JobBurn1. I feel less interested in doing my work since I began doing this
job JobBurn2. My work does not sound enthusiastic to me
JobBurn3. I have uncertain feelings about the importance of my job
JobBurn4. I am more skeptical about my contribution
JobBurn5. I am extremely tired from my work
Job satisfaction
Job satisfaction was measured by five items adapted from Lytle (as cited in Kim, Leong
& Lee, 2005)
Job satisfaction (adapted from Lytle (as cited in Kim, Leong & Lee, 2005))
JobSatisf1. I think my job enjoyable
JobSatisf2. I am quite satisfied with my current job
JobSatisf3. I love my work very much
JobSatisf4. My job is very special
JobSatisf5. I really enjoy doing my job
Likert scale of seven-point from 1=strongly disagree to 7=strongly agree was used to
measure the scales. These items were adjusted and refined to be suitable for Vietnamese
cultures. Then, questionnaires were translated into Vietnamese for the main survey (see
Appendix D).
4. Results and discussion
4.1 Respondents Characteristics
The SPSS software was used to analyze data and the findings of the demographic
analysis were described in Table 1.
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Table 1. Respondents’ characteristics
Demographic profile Category Frequency Percentage (%)
Gender Male 181 59.9
Female 121 40.1
Total 302 100
Age group 19–23 56 18.5
24–30 190 62.9
31–45 54 17.9
Over 45 2 0.7
Total 302 100
Income per month Less than 6 3 1.0
(million VND) From 6 to less than 9 17 5.6
From 9 to less than 14 145 48.0
Above 14 137 45.4
Total 302 100
Experience Less than 0.6 0 0
(years) From 0.6 to 2 122 40.4
Over 2 180 59.6
Total 302 100
Initial analysis of data indicated that there were 35 travel agencies in HCM City
with 302 respondents including front-line service officers. Male rate was 59.9% of
respondents and female was 40.1% of the sample. More than 62.9% of the participants in
this study were from 24 to 30 years old and old participants held very small rate with
only 0.7%. Income per month was divided in four groups with 93.4% of sample had high
salary over 9 million VND.
17

4.2 Scale validation
Scales in this research were evaluated by factor loadings indicators, Cronbach’s alpha
indicators, composite reliability (CR) and the average variance extracted (AVE) in
confirmatory factor analysis (CFA) to test the scale reliability, discriminant and
convergent validity. Each first-order construct and second-order construct was evaluated
separately by using CFA methods. CFA results showed that some items needed to be
removed out of research model to fit with market data (see table 2). Running the CFA for
the final measurement model, the author removed EmoDisplay1, JobAuto7 and JobBurn4
because their factor loadings were lower than .5 (.39, .40 and .32 respectively).
Emotional display rules was still measured by 3 observed items: EmoDisplay2,
EmoDisplay3, EmoDisplay4; Job autonomy was measured by six items (JobAuto1,
JobAuto2, JobAuto3, JobAuto4, JobAuto5, and JobAuto6) and job burnout was measured
by JobBurn1, JobBurn2, JobBurn3, and JobBurn5. Thus, the measurement scales of each
dimension were still acceptable. The model fit of running CFA was good with the
minimum discrepancy of 1.889; the probability of getting a discrepancy was .000; the
comparative fit index was .947; The Tucker-Lewis coefficient was .942; the probability
of getting a sample RMSEA as large as .054 is .063. Estimates of standardized regression
weights of all items were higher than 0.5 with p<.001. Additionally, the scales in this
study with average variances extracted indicators over 0.5, composite reliabilities and
cronbach’α higher than 0.76 (see Appendix F & G) showed construct reliability,
convergent validity, and discriminant validity of the measurement scales. (Fornell and
Larcker, 1981; Steenkamp & Van Trijp, 1991).
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Table 2. Means, standard deviations, and standardized CFA loadings of items
Items M SD 
Self-emotions appraisal: Cronbach’α=.93; CR=.93; AVE=.82
(Se1) SelfEmoA1. I can often know why I have certain feelings. 4.02 1.75 .89
(Se2) SelfEmoA2. I understand my own emotions very well. 3.92 1.78 .89
(Se3) SelfEmoA3. I always know whether or not I am happy. 3.90 1.68 .94
Others-emotions appraisal: Cronbach’α=.90; CR=.91; AVE=.76
(Oe1) OtherEmoA1. I know my friends’ feelings from their external manners all the time. 3.93 1.75 .90
(Oe2) OtherEmoA2. I am a very good person who can see others’ emotions. 3.86 1.70 .86
(Oe3) OtherEmoA3. I can recognize emotions of people surrounding me. 3.97 1.71 .86
Use of emotion: Cronbach’α=.85; CR=.84; AVE=.75
(Ue1) UseEmo1. I always have objectives and have big efforts to get them. 3.82 1.68 .87
(Ue2) UseEmo2. I always trust my competences. 3.84 1.69 .88
(Ue3) UseEmo3. I encourage myself for being well. 3.87 1.80 .86
Regulation of emotion: Cronbach’α=.92; CR=.91; AVE=.78
(Re1) RegulaE1. I can regulate my manner so that I can control difficulties critically. 3.59 1.75 .90
(Re2) RegulaE2. I calm down quickly when I lose my temper. 3.56 1.67 .88
(Re3) RegulaE3. I regulate my own emotions very well. 3.74 1.75 .87
Emotional display rules: Cronbach’α=.76; CR=.75; AVE=.52
(Ed2) EmoDisplay2. I am requested to never express negative emotions to customers. 4.92 1.45 .63
(Ed3) EmoDisplay3. I am requested to place myself in the situation of customers. 4.20 1.65 .77
(Ed4) EmoDisplay4. I am requested to be sincere and authentic with customers’ 4.29 1.70 .76
interactions.
Job autonomy: Cronbach’α=.97; CR=.96; AVE=.83
(Ja1) JobAuto1. I have freedom choose the ways to do my job. 5.21 1.69 .93
(Ja2) JobAuto2. I can manage my work timetable. 5.36 1.68 .94
(Ja3) JobAuto3. I can arrange my work activities (when I do). 5.42 1.68 .95
(Ja4) JobAuto4. It is possible for me to decide when to do specific work activities. 4.16 1.57 .92
(Ja5) JobAuto5. My job allows me change how to be evaluated so that I can highlight my 4.77 1.60 .82
job and play down others.
(Ja6) JobAuto6. I am allowed to change my job objectives 5.36 1.68 .93
Deep acting: Cronbach’α=.93; CR=.93; AVE=.77
(Da1) DeepAct1. I just want to do my job without being annoyed. 4.88 1.69 .85
(Da2) DeepAct2. I try to recognize the emotions that I need to show to others. 4.85 1.77 .90
(Da3) DeepAct3. I try my best to feel the emotions that I need to show to customers. 4.63 1.75 .89
(Da4) DeepAct4. I try to develop my internal feelings that I need to show to my clients. 4.57 1.74 .88
Surface acting: Cronbach’α=.93; CR=.93; AVE=.79
(Sa1) SurfaceAct1. I give an appropriate action to deal with customers. 4.31 1.65 .94
(Sa2) SurfaceAct2. I just pretend to have the emotions I need to display for my job. 4.33 1.69 .89
(Sa3) SurfaceAct3. I express my emotions to client that are different from what I feel 4.19 1.66 .93
inside.
(Sa4) SurfaceAct4. I fake a good mood when interacting with customers. 4.62 1.61 .78
(Continued)
19

Items M SD 
Job satisfaction: Cronbach’α=.94; CR=.94; AVE=.79
(Js1) JobSatisf1. I think my job enjoyable. 4.99 1.64 .93
(Js2) JobSatisf2. I am quite satisfied with my current job. 4.78 1.70 .87
(Js3) JobSatisf3. I love my work very much. 4.83 1.67 .93
(Js4) JobSatisf4. My job is very special. 4.34 1.54 .83
(Js5) JobSatisf5. I really enjoy doing my job. 4.74 1.77 .88
Job burnout: Cronbach’α=.91; CR=.90; AVE=.73
(Jb1) JobBurn1. I feel less interested in doing my work since I began doing this job. 4.17 1.65 .87
(Jb2) JobBurn2. My work does not sound enthusiastic to me. 4.09 1.67 .88
(Jb3) JobBurn3. I have uncertain feelings about the importance of my job. 4.00 1.67 .85
(Jb5) JobBurn5. I am extremely tired from my work. 3.97 1.69 .82
Notes: CR: composite reliability; AVE: averaged variance extracted; M: mean, SD: standard deviation,:
standardized CFA loading
Moreover, table 3 presents that estimates of correlations among exogenous variables have
number from -.290 to .365, significantly less than .8, showing discriminant validity
among exogenous variables in this research. Appendix F shows the Pearson correlations
between items (see Appendix F).
Table 3. Correlations (final measurement model)
Correlation r(se)
EmotionIntelligence  EmotionalDisplayRules .36(.054)
EmotionIntelligence  JobAutonomy .22(.056)
EmotionIntelligence  EmotionalLabor .32(.055)
EmotionIntelligence  JobSatisfaction .04(.058)
EmotionIntelligence  JobBurnOut .23(.056)
EmotionalDisplayRules  JobAutonomy .16(.057)
EmotionalDisplayRules  EmotionalLabor .30(.055)
EmotionalDisplayRules  JobSatisfaction .02(.058)
EmotionalDisplayRules  JobBurnOut .28(.055)
JobAutonomy  EmotionalLabor .34(.054)
JobAutonomy  JobSatisfaction .08(.058)
JobAutonomy  JobBurnOut .17(.057)
JobSatisfaction  EmotionalLabor -.29(.055)
JobBurnOut  EmotionalLabor .37(.053)
JobSatisfaction  JobBurnOut -.27(.056)
Note: r(SE): correlations with standard errors
20

4.3 Results of structural equation modeling analysis (SEM)
The model fit of running SEM analysis was good with the minimum discrepancy of
1.972; the probability of getting a discrepancy was .000; the comparative fit index was
.941; The Tucker-Lewis coefficient was .937; the probability of getting a sample RMSEA
as large as .057 is .063. Table 4 and figure 2 show all six hypotheses were supported.
Table 4. Unstandardized figure of path coefficients
Hypotheses path coefficients Testing Est.(se) CR P-
result value
H1 Emotional intelligence will Supported .210(.064) 3.294 ***
positively relate to emotional
labor.
H2 Job autonomy will positively Supported .243(.054) 4.507 ***
relate to emotional labor.
H3 Emotional display rules will Supported .281(.096) 2.914 **
positively relate to emotional
labor.
H4 Emotional labor will positively Supported .430(.077) 5.506 ***
relate to job burnout.
H5 Emotional labor will negatively Supported -.223(.085) -2.642 **
relate to job satisfaction.
H6 Job burnout will negatively relate Supported -.214(.071) -2.946 **
to job satisfaction.
Note: p<.001 (***); p<.005 (**)
4.4 Discussion
From the study to examine the role of emotional intelligence and job autonomy in
emotional labor and subsequently in job burnout and job satisfaction of employees who
are working in tourism industry, the findings show that component structures of
emotional labor are second-order structure. This result is consistent with emotional labor
concepts (Diefendorff et al., 2006), which stated that emotional labor is composed of two
21

sub-components: deep acting & surface acting. Consequently, the results of survey were
used to discuss below:
H1. Emotional intelligence will positively relate to emotional labor.
Hypothesis 1’s test showed that emotional intelligence positively related to
emotional labor with standardized coefficient path of 0.21 and p=.001, supporting some
researches which indicated that emotional intelligence is an antecedent forming
employees’ emotions (Guy, Newman & Mastracci, 2014). Subordinates understand the
ways to control their own emotions and are able to manage when being requested which
is defined as emotional intelligence. Then, the ability to recognize emotions in one self
and in others is known as emotional intelligence distinguishing emotional labor from the
ability to regulate one’s own emotions of emotional labor. Therefore, hypothesis H1 was
supported.
H2. Job autonomy will positively relate to emotional labor.
The results showed that job autonomy had positive impact on emotional labor
with p= .001 and β =.24 is consistent with research papers which states that emotional
labor strongly associates with job autonomy and affected directly by autonomy (Breaugh,
1999) with feeling of having freedom or power to perform the works oneself. It allows
employees to experience their abilities to make their own decisions and to perform a task
without control of anyone else. Job autonomy shows front-line service employees’
willingness to take part in working with freely expressing company’s expected emotions
(i.e. engage in emotional labor). Thus, H2 was supported.
H3. Emotional display rules will positively relate to emotional labor.
22

The results displayed a positive relationship between emotional display rules and
the ways subordinates show the feeling while performing their jobs. The positive
indicators of β =.28 and p=.004 proved that hypothesis 3 was supported in the study. This
positive result was in line with the study of Grandey (2000). Emotional display rules are
external requirements of the organizations asking their people to show feelings.
H4. Emotional labor will positively relate to job burnout.
In terms of investigating the emotional labor’s relationship with job burnout, this
study showed the influence of emotional labor on dependent factor. It confirmed the
results of the study of Schaufeli and Enzmann (1998) about front-line service workers
(e.g. tour guide…) are usually face to face to customers and in this situation they have to
know ways to regulate their emotions. By repeating these actions every day, service
workers may be aware of losing emotional feeling or tiredness. With β = 0.43 and
p=0.001, hypothesis 4 was approved.
H5. Emotional labor will negatively relate to job satisfaction.
According to figure 1, employee emotional labor had a negative influence on job
satisfaction at P value of 0.009, with β =-0.22 reporting more requirements of emotion
regulation while working face to face to customers may reduce front-line employees’
satisfaction on their jobs. Thus, hypothesis 5 was confirmed.
23

Figure 2: Standardized coefficient path
24

H6. Job burnout will negatively relate to job satisfaction.
In terms of studying the effect of job burnout on job satisfaction, this study shows
that there is a negative effect of job burnout on job satisfaction. It confirms that when
stress is high and satisfaction is low, the risk of low energy – a central aspect of low work
engagement – increases considerably. The indicators of β = -.21 and p=.003 confirmed
the suggestion of hypothesis 6.
In the conclusion of the research analysis, it showed the good results of the model
fit and all hypotheses were supported.
5. Conclusion and managerial implications
5.1 Conclusion
As mentioned above, the research analysis shows the good results of the model fit and all
hypotheses were supported. The findings display that Vietnamese subordinates, who are
working in tourism industry in Ho Chi Minh City, have the ability to perceive and
understand emotional information, and to generate and regulate emotions during working
time. Based on the indicators showing relationships among variables, employee
emotional labor has the strongest predictor of job burnout in tourism sector in proving
front-line tourism workers might be counterfeit in claiming for himself or herself by the
line others assume he or she has taken during a particular contact in the contrast of how
front-line service employees being able to regulate feelings due to a saving face culture in
working environment, not basing on organizational displays rules. Additionally, this
research results achieved the research targets and added more behavioral factors which
affects their job outcomes (e.g. job burnout, job satisfaction…)
25

In general, this study try to figure out the role of the antecedents (emotional
intelligence, emotional display rules, job autonomy) to emotional labor and how
emotional labor affects job burnout and satisfaction. The findings of this study clarifies
emotional labor, which plays very important roles in subordinates’ working behaviors
and job outcomes in Vietnam tourism labor. Thus, the researcher suggests some
managerial implications in the following paragraphs.
5.2 Managerial implications
The complexity of the tourism industry and their employment structures complicate the
matter of determining the implications of research relating to them. However, the
researcher advises those in the functions of human resource development, managers, and
subordinates to focus on how employees regulate emotions and the effects of their
emotional labor during working time. With both positive and negative impacts between
each pair of factors in the research model, the researcher would like to suggest some
implications for employees’ management in the tourism organizations in Vietnam.
Firstly, the positive impact of emotional intelligence, job autonomy and emotional
display rules on emotional labor, then emotional labor significantly influence to job
burnout but negative impacts on job satisfaction revealing the very important role of
employees’ emotional regulations on improve their happiness of performing their jobs.
Therefore, those in the functions of human resource development may apply suitable
strategies (e.g. creating a friendly working environment, avoiding working overtime,
reducing work-stress…) to develop employees’ self-emotional intelligence and emotional
labor.
26

Secondly, the results showed that emotional labor has strongest impact on job
burnout of employees. Thus, those concerned with employee recruitment and selection
can utilize findings to evaluate potential candidates for jobs. The recruiting department
should be more careful to select suitable candidates because travel agencies in Vietnam to
make sure employees have particular quality in their personality and the ability to
regulate manners themselves. Service employees should be trained to understand the
crucial role emotional labor and how to utilize emotional labor to avoid job burnout
during service encounters. Job managers should provide their employees with sufficient
reward and benefits, job security and the feeling to be important for the company
achievements. Time pressure and contradictory task goals should be reduced.
Management should also foster social supports among the employees by having regular
team meetings or organizing activities that help to install support networks.
In this research, emotional labor presents itself as the negative predictor of
employees’ satisfaction. This negative relationship indicates that most of subordinates,
who are using more emotional labor (e.g. surface acting) will lead to job dissatisfaction.
Therefore, jobs should be well designed to help service employees to perform their job
positively. Training or information should be often provided to employees so that they
will clearly understand with their autonomy work roles; commitment; confidence; work-
life balance… for superior employee performance. In addition, organizations should hire
leaders who have friendly and open-minded management styles to inspire and motivate
subordinates to reach the new targets and develop job satisfaction.
27

The tourism and hospitality studies have stated that superiors in travel agencies
should not use autocratic management styles based emotional display rules (Deery et al.,
as cited in Kusluvan et al., 2003). This management style might be frequently applied in
Vietnam which is strongly orientated around hierarchical structure which provides lack of
freedom for subordinates. In fact, it proved that these old management style is not
suitable way to get front-line service workers’ job engagement, satisfaction, or
performance. Gaining employees’ involvement by empowered them should be applied to
help them be more happy of doing job with positive manner. Giving employees space is
not enough, tourism leaders should provide their people strong democratic leadership
with very clear job characteristics, flexible working schedule, work-life balance...
Therefore, the subordinates can have a feeling of freedom with clear paths to fulfill their
goals.
Based on the important role of employees’ emotional labor on their job outcomes
in the tourism industry, the employees in these fields should be more critical to train for
self-management skills in stress-resistance, problem solving, communication, time
management, and physical activity.
28

5.3 Limitations and future research
While doing this research, the author recognizes some limitations for the future study.
Firstly, the sample size is just from 35 travel agencies in Ho Chi Minh City due to time
and financial limitations, so future research should use bigger sample to credit more to
the research’s results. Secondly, this research just only focus on Vietnamese tourism
companies in the Ho Chi Minh (HCM) city. Therefore, there are still possibilities for
future researches in other managerial fields i.e. manufacturing industries, education,
public administration… Finally, this study only explored the internal factors: emotional
intelligence, job autonomy, and emotional display rules which influence employees’
emotional labor and job outcomes. Other factors (e.g. working environment, customer’s
behavior…) also need to be studied in people emotional expressions.
29

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APPENDICES
Appendix A: Name of interviewees
No. Full name Age Job title
(years old)
1 Trinh Cong Son 43 Tour guide (Vietravel)
2 Ly Anh Tuan 38 Tour guide (Saigontourist)
3 Nguyen Anh Loi 31 Tour guide (Vietravel)
4 Le Ngoc Hien 36 Tour guide (Transviet)
5 Phan Anh Ly 30 Tour guide (VYC Travel)
6 Ly Thang Loc 33 Tour guide (SinhBalo Travel)
Appendix B: Questions for interview
1. Introduction
Thanks for answering the questions of the research “Antecedents and outcomes of
emotional labor: A study of front-line employees of tourism industry in Vietnam”.
Kindly being honest to tell the interviewer your understanding and
your recommendations about these questions:
Variables Measurement items Reference
Emotional Wong & Law
intelligence (2002)
Self-Emotions 1. I can often know why I have certain feelings.
Appraisal
35

Others-
Emotions
Appraisal
Use of Emotion
Regulation
of Emotion
Job autonomy
2. I understand my own emotions very well.
3. I really understand what I feel.
4. I always know whether or not I am happy.
5. I know my friends’ feelings from their external
manners all the time.
6. I am a very good person who can see others’ emotions.
7. I can recognize emotions of people surrounding me.
8. I can understand people feelings and emotions.
9. I always have objectives and have big efforts to get
them.
10. I always trust my competences.
11. I encourage myself for doing well.
12. I encourage myself for being well.
13. I can regulate my manner so that I can control
difficulties critically.
14. I have ability to control my own emotions.
15. I calm down quickly when I lose my temper.
16. I regulate my own emotions very well.
1. I can manage the way to finish my job. Breaugh (1999)
2. I can know the procedures to utilize my job.
3. I have freedom choose the ways to do my job.
4. I can manage my work timetable.
5. I can arrange my work activities (when I do).
6. It is possible for me to decide when to do specific
work activities.
36

Emotional
display rules
Emotional
labor
Deep acting
Surface acting
7. My job allows me change how to be evaluated so that
I can highlight my job and play down others.
8. I am allowed to change my job objectives.
9. I am allowed to manage what I am asked to achieve by
my supervisor.
1. I am requested to only express positive emotions
to customers
2. I am requested to never express negative emotions to
customers
3. I am requested to place myself in the situation of
customers
4. I am requested to be sincere and authentic with
customers interactions
1. I just want to do my job without being annoyed.
2. I try to recognize the emotions that I need to show to
others
3. I try my best to feel the emotions that I need to show
to customers
4. I try to develop my internal feelings that I need to
show to my clients
5. I give an appropriate action to deal with customers.
6. I put on a ‘‘show’’ or ‘‘performance’’ when acting
with customers
7. I just pretend to have the emotions I need to display
for my job
8. I put on a ‘‘mask’’ in order to display the emotions I
Heuven et al.
(2006)
Diefendorff et al.
(2006)
37

need for the job.
9. I express my emotions to client that are different from
what I feel inside.
10. I fake the emotions I show when dealing with
customers
11. I fake a good mood when interacting with customers
Job burnout 1. I feel less interested in doing my work since I began
doing this job
2. My work does not sound enthusiastic to me
3. I have uncertain feelings about the importance of my
job
4. I am more skeptical about my contribution
5. I am extremely tired from my work
Job 1. I think my job enjoyable
satisfaction
2. I am quite satisfied with my current job
3. I love my work very much
4. My job is very special
5. I really enjoy doing my job
Schaufeli &
Enzmann (1998)
Lytle, as cited
in Kim, Leong
& Lee (2005)
Appendix C: The results of interviews
The findings of in-depth interview got the interviewees’ understanding and
recommendations for adjusting scales being more suitable in Vietnam as mentioned
below:
Respondents' Original Comments Final
38

information measurement measurement
scales
scales
Emotional Intelligence: Self-Emotions Appraisal (SEA)
Trinh Cong Son – I really understand The respondents stated Excluded this item
43 years old, Tour what I feel that they understood the due to it is easily
guide scale meaning. duplicated by other
Le Ngoc Hien – 36
However, they item in scale.
mentioned this item is
years old, Tour
partly described clearer
guide
by other item in scale.
Nguyen Anh Loi –
31 years old, Tour
guide
Emotional Intelligence: Others-Emotions Appraisal
Le Ngoc Hien – 36 I can recognize In regard to this item, Excluded this item
years old, Tour emotions of people the interviewees due to it is easily
guide surrounding me. mentioned that when duplicated by other
Nguyen Anh Loi –
they felt something item in scale.
different from others’
31 years old, Tour
attitudes. But they
guide Pham Anh Ly
stated that this item is
– 30 years old, Tour
easily duplicated by the
guide
other item in scale.
Emotional Intelligence: Use of Emotion
Pham Anh Ly – 30 I encourage myself All respondents stated Excluded this item
years old, Tour for being well. that this item has due to it is partly
guide already duplicated by described by the
Ly Thang Loc – 33
the other item in scale. other items in
scale.
years old, Tour
guide
Ly Anh Tuan – 38
years old, Tour
39

guide
Emotional Intelligence: Regulation of Emotion
Ly Thang Loc – 33 I have ability to In relate to this item, Excluded this item
years old, Tour control my own the interviewees due to it is partly
guide emotions. criticized that this item described clearer
Nguyen Anh Loi –
is partly described by other item in
clearer by other item in scale
31 years old, Tour
scale
guide
Job autonomy
Le Ngoc Hien – 36 1. I can manage the The respondents Excluded: these
years old, Tour way to finish my recommended these items are partly
guide job. items are asked in the described clearer
Nguyen Anh Loi – 2. I can know the
other item by the other item
“I’m free to choose
31 years old, Tour procedures to utilize
the methods to use
guide my job.
in carrying out my
work”
Emotional labor: Surface acting
Trinh Cong Son –
43 years old,
Tour guide
Le Ngoc Hien –
36 years old, Tour
guide
- I put on a “show”
or “performance”
when acting with
customers.
- I put on a ‘‘mask’’
in order to display
the emotions I need
for the job
- I fake the
emotions I show
when dealing with
customers
With regard to this item,
respondents suggested
the terms “put on a
show, mask” and “fake
emotions” are vague.
Moreover, these items
are also measured by
other items.
Excluded these
items because they
are duplicated by
other items in
scale as “I just
pretend to have the
emotions I need to
display for my
job”.
40

Job burnout and job satisfaction
Trinh Cong Son – All respondents Additional time
43 years old, Tour recommended adding a range: Within six
guide time range such as months ago
Le Ngoc Hien – 36
“with six months ago”
in these dimensions to
years old, Tour
help the readers easily
guide
measure and evaluate.
Nguyen Anh Loi –
31 years old, Tour
guide
Ly Thang Loc – 33
years old, Tour
guide
Pham Anh Ly – 30
years old, Tour
guide
Ly Anh Tuan – 38
years old, Tour
guide
Trinh Cong Son – Beside the Additional item:
43 years old, Tour classification items, all The company that
guide respondents you are working
Le Ngoc Hien – 36
recommended adding for is:.........
this item for selecting
years old, Tour
only front-line service
guide
employees who are
Nguyen Anh Loi – working in the tourism
31 years old, Tour industry.
guide
Ly Thang Loc – 33
years old, Tour
guide
41

Pham Anh Ly – 30
years old, Tour
guide
Ly Anh Tuan – 38
years old, Tour
guide
Appendix D: Questionnaire (English Version)
Dear Ladies & Gentlemen,
I am Nguyen Anh Phuc. I am doing my final MBA thesis with a project to examine
antecedents and outcomes of emotional labor at your workplace. Kindly, do your
favor to have your answers about your understanding about emotional intelligence, job
autonomy, emotional display rules, emotional labor, job burnout and job satisfaction.
Please know that your ideas are just only used for this thesis. If you have concerns or
questions over this study, please contact me via email address:
anhphuc2410@yahoo.com.vn or phone number: +84 932108880.
I. Section A
This section helps you to be clearer about emotional labor at your workplace.
42

Emotional labor in this survey is known as “the process of managing feelings and
expressions to fulfill the emotional requirements of a job (e.g. services)”.
1. Have you been working your current job as a front-line service worker in the tourism
industry?
If your answer for question 1 is “No”, you can stop your work here. Thank you for your
cooperation in completing this questionnaire.
If your answer for question 1 is “Yes”, please continue answering the questions in
Section B and Section C.
II. Section B
This section explores your attitude and perceptions regarding emotional intelligence, job
autonomy, emotional display rules, emotional labor, job burnout and job satisfaction.
To what extent do you agree with each of the
following statements, please indicate your answer
using the following 7-point scale where:
1. = Strongly disagree
2. = Disagree
3. = Somewhat disagree
4. = Neither agree nor disagree
5. = Somewhat agree
6. = Agree
7. = Strongly agree
43

Question 1 2 3 4 5 6 7
1 I can often know why I have certain feelings. 1 2 3 4 5 6 7
2 I understand my own emotions very well. 1 2 3 4 5 6 7
3 I always know whether or not I am happy. 1 2 3 4 5 6 7
4 I know my friends’ feelings from their external manners all 1 2 3 4 5 6 7
the time.
5 I am a very good person who can see others’ emotions. 1 2 3 4 5 6 7
6 I can recognize emotions of people surrounding me. 1 2 3 4 5 6 7
7 I always have objectives and have big efforts to get them. 1 2 3 4 5 6 7
8 I always trust my competences. 1 2 3 4 5 6 7
9 I encourage myself for being well. 1 2 3 4 5 6 7
10 I can regulate my manner so that I can control difficulties 1 2 3 4 5 6 7
critically.
11 I calm down quickly when I lose my temper. 1 2 3 4 5 6 7
12 I regulate my own emotions very well. 1 2 3 4 5 6 7
13 I have freedom choose the ways to do my job 1 2 3 4 5 6 7
14 I can manage my work timetable 1 2 3 4 5 6 7
15 I can arrange my work activities (when I do). 1 2 3 4 5 6 7
16 It is possible for me to decide when to do specific work 1 2 3 4 5 6 7
activities.
17 My job allows me change how to be evaluated so that I can 1 2 3 4 5 6 7
highlight my job and play down others.
18 I am allowed to change my job objectives 1 2 3 4 5 6 7
19 I am allowed to manage what I am asked to achieve by my 1 2 3 4 5 6 7
supervisor.
20 I am requested to only express positive emotions to 1 2 3 4 5 6 7
customers
21 I am requested to never express negative emotions to 1 2 3 4 5 6 7
44

customers
22 I am requested to place myself in the situation of customers 1 2 3 4 5 6 7
23 I am requested to be sincere and authentic with customers 1 2 3 4 5 6 7
interactions
24 I just want to do my job without being annoyed. 1 2 3 4 5 6 7
25 I try to recognize the emotions that I need to show to others 1 2 3 4 5 6 7
26 I try my best to feel the emotions that I need to show to 1 2 3 4 5 6 7
customers
27 I try to develop my internal feelings that I need to show to my 1 2 3 4 5 6 7
clients
28 I give an appropriate action to deal with customers 1 2 3 4 5 6 7
29 I just pretend to have the emotions I need to display for my 1 2 3 4 5 6 7
job
30 I express my emotions to client that are different from what I 1 2 3 4 5 6 7
feel inside
31 I fake a good mood when interacting with customers 1 2 3 4 5 6 7
Within six months ago:
32 I feel less interested in doing my work since I began doing 1 2 3 4 5 6 7
this job
33 My work does not sound enthusiastic to me 1 2 3 4 5 6 7
34 I have uncertain feelings about the importance of my job 1 2 3 4 5 6 7
35 I am more skeptical about my contribution 1 2 3 4 5 6 7
36 I am extremely tired from my work 1 2 3 4 5 6 7
37 I think my job enjoyable 1 2 3 4 5 6 7
38 I am quite satisfied with my current job 1 2 3 4 5 6 7
39 I love my work very much 1 2 3 4 5 6 7
40 My job is very special 1 2 3 4 5 6 7
41 I really enjoy doing my job 1 2 3 4 5 6 7
45

III. Section C – Background Information
This section of the questionnaire refers to background or biographical information.
The information will allow me to classify and compare groups of respondents.
1. Gender
2. Age group (years old)
– – –
3. Income per month (1,000,000vnd/month)
– b –
4. How long have you been doing your job?
5. The travel agency you are working for is:……………………………………….....
…………………………………………………………………………………………
Thank you for your co-operation in completing this questionnaire!
Appendix E: Questionnaire (Vietnamese Version)
PHIẾU KHẢO SÁT
Kính chào Anh/Chị, tôi tên Nguyễn Anh Phúc, hiện tại tôi đang làm bài luận văn tốt
nghiệp thạc sỹ với đề tài nghiên cứu những yếu tố tác động đến lao động cảm xúc và ảnh
hưởng của lao động cảm xúc đến của nhân viên (cá nhân) tại cơ quan nơi các anh chị
đang làm việc. Rất mong Anh/Chị nói lên quan điểm của Anh/Chị đối với những phát
biểu được đề cập trong Phiếu khảo sát. Tất cả ý kiến của anh chị chỉ được sử dụng phục
46

vụ cho bài nghiên cứu này. Trong quá trình thực hiện phiếu khảo sát này, nếu Anh/Chị có
bất kỳ thắc mắc nào, xin vui lòng liên lạc với tôi thông qua địa chỉ email:
anhphuc2410@yahoo.com.vn hoặc điện thoại: +84 932108880.
I. Phần A
Phần này sẽ giúp bạn được rõ ràng hơn về lao động cảm xúc. Lao động cảm xúc trong
cuộc khảo sát này được định nghĩa là "quá trình quản lý cảm xúc và cách thể hiện những
cảm xúc đó nhằm đáp ứng yêu cầu công việc”.
1. Công việc hiện tại của Anh/Chị có tiếp xúc trực tiếp với khách hàng trong ngành du
lịch hay không?
Nếu ở câu số 1 anh/chị trả lời là “Không”, anh/chị có thể dừng việc trả lời khảo sát tại
đây. Chân thành cám ơn sự giúp đỡ của anh chị.
Nếu ở câu số 1 anh/chị trả lời là “Có”, xin anh/chị vui lòng trả lời tiếp các câu hỏi ở phần
B và phần C.
II. Phần B
Phần này thể hiện thái độ và cách nhìn nhận của Anh/Chị đối với những yếu tố tác động
đến lao động cảm xúc và ảnh hưởng của yếu tố cảm xúc đến người lao động.
47

Xin cho biết mức độ đồng ý của Anh/ Chị đối với
các phát biểu sau bằng cách đánh dấu ( X ) vào ô
tương ứng, với:
Ô số 1: Hoàn toàn không đồng ý
Ô số 2: Không đồng ý
Ô số 3: Không đồng ý một phần
Ô số 4: Trung dung/không có ý kiến
Ô số 5: Đồng ý một phần
Ô số 6: Đồng ý
Ô số 7: Hoàn toàn đồng ý
Câu hỏi 1 2 3 4 5 6 7
1 Tôi hiểu nguyên nhân gây ra các cảm xúc của mình. 1 2 3 4 5 6 7
2 Tôi hiểu biết tốt về cảm xúc của mình. 1 2 3 4 5 6 7
3 Tôi luôn biết tôi có vui hay không. 1 2 3 4 5 6 7
4 Tôi nhận ra được cảm xúc của bạn bè tôi từ hành vi của họ 1 2 3 4 5 6 7
5 Tôi là người quan sát tốt về cảm xúc của người khác. 1 2 3 4 5 6 7
6 Tôi có hiểu biết tốt về những cảm xúc của những người xung 1 2 3 4 5 6 7
quanh tôi.
7 Tôi luôn luôn đặt mục tiêu cho bản thân mình và sau đó cố 1 2 3 4 5 6 7
gắng hết sức để đạt được chúng.
8 Tôi luôn tự nói mình là một người có khả năng. 1 2 3 4 5 6 7
9 Tôi là một người tự tạo động lực cho mình. 1 2 3 4 5 6 7
10 Tôi có thể kiểm soát được tính khí của mình để tôi có thể xử 1 2 3 4 5 6 7
lý những khó khăn một cách hợp lý.
11 Tôi luôn có thể bình tĩnh lại một cách nhanh chóng khi tôi rất 1 2 3 4 5 6 7
tức giận
12 Tôi có khả năng kiểm soát tốt tình cảm của chính mình. 1 2 3 4 5 6 7
13 Tôi tự do lựa chọn phương pháp để thực hiện công việc của 1 2 3 4 5 6 7
48

tôi
14 Tôi có quyền kiểm soát việc lên kế hoạch cho công việc của 1 2 3 4 5 6 7
mình
15 Tôi kiểm soát trình tự các hoạt động công việc của tôi. 1 2 3 4 5 6 7
16 Tôi có thể quyết định thời điểm thực hiện các hoạt động công 1 2 3 4 5 6 7
việc của mình.
17 Tôi được phép sửa đổi phương thức đánh giá kết quả công 1 2 3 4 5 6 7
việc nhằm mục đích nhấn mạnh vai trò của tôi và giảm nhẹ
vai trò của người khác.
18 Tôi có thể sửa đổi mục tiêu công việc mà tôi phải hoàn thành. 1 2 3 4 5 6 7
19 Tôi kiểm soát mức độ hoàn thành mục tiêu công việc mà tôi 1 2 3 4 5 6 7
được cấp trên giao phó.
20 Công ty đòi hỏi tôi thể hiện cảm xúc tích cực với khách hàng 1 2 3 4 5 6 7
21 Công ty đòi hỏi tôi không bao giờ được thể hiện những cảm 1 2 3 4 5 6 7
xúc tiêu cực với khách hàng
22 Công ty hy vọng tôi đặt mình vào vị trí của khách hàng 1 2 3 4 5 6 7
23 Công ty mong muốn tôi chân thành và chân thật khi tiếp xúc 1 2 3 4 5 6 7
với khách hàng
24 Tôi chỉ muốn làm công việc của tôi mà không bị làm phiền 1 2 3 4 5 6 7
25 Tôi nỗ lực để thực sự nhận ra những cảm xúc mà tôi cần để 1 2 3 4 5 6 7
thể hiện đối với người khác
26 Tôi nỗ lực để nhận ra những cảm xúc mà tôi cần để thể hiện 1 2 3 4 5 6 7
đối khách hàng
27 Tôi cố gắng phát triển cảm xúc bên trong tôi mà tôi cần thể 1 2 3 4 5 6 7
hiện với khách hàng
28 Tôi đã có những hành động phù hợp để chăm sóc khách hàng 1 2 3 4 5 6 7
29 Tôi giả vờ có những cảm xúc mà tôi cần phải thể hiện cho 1 2 3 4 5 6 7
công việc của tôi
49

30 Tôi thể hiện cảm xúc với khách hàng khác với những gì tôi 1 2 3 4 5 6 7
cảm nhận bên trong
31 Tôi cố thể một tâm trạng vui vẻ khi tương tác với khách hàng 1 2 3 4 5 6 7
trong khi cảm xúc thật bên trong của tôi không phải vậy.
Trong sáu tháng vừa qua:
32 Tôi đã trở nên ít hứng thú hơn trong công việc của mình kể từ 1 2 3 4 5 6 7
khi tôi bắt đầu công việc này
33 Tôi đã trở nên ít nhiệt tình hơn về công việc của tôi 1 2 3 4 5 6 7
34 Tôi nghi ngờ tầm quan trọng của công việc 1 2 3 4 5 6 7
35 Tôi trở nên hoài nghi hơn về việc công việc của tôi có góp 1 2 3 4 5 6 7
phần gì cho công việc chung hay không
36 Tôi cảm thấy bị kiệt sức với công việc của mình 1 2 3 4 5 6 7
37 Tôi coi công việc của mình thật dễ chịu 1 2 3 4 5 6 7
38 Tôi cảm thấy khá hài lòng với công việc hiện tại của tôi 1 2 3 4 5 6 7
39 Tôi chắc chắn thích công việc của tôi 1 2 3 4 5 6 7
40 Công việc của tôi là khá thú vị 1 2 3 4 5 6 7
41 Tôi tìm được sự thích thú thực sự trong công việc của mình 1 2 3 4 5 6 7
III. Phần C – thông tin cá nhân
Phần này liên quan đến các thông tin cá nhân. Xin Anh/ Chị cho biết một số thông tin sau
để phục vụ cho việc phân loại và so sánh các nhóm đối tượng khảo sát.
1. Giới tính
Nữ
2. Nhóm tuổi
– – –
3. Thu nhập/tháng (đvt: triệu đồng)
50

ớ – dướ – dướ
4. Kinh nghiệm làm việc của anh chị:
ớ ừ 6 tháng đế
5. Công ty mà anh chị đang cộng tác là: ………………………………………….
…………………………………………………………………………………………
----CẢM ƠN ANH CHỊ ĐÃ THAM GIA KHẢO SÁT-----
51

Appendix F: Correlations between items (final model)
Sa1 Sa2 Sa3 Oa1 Oa2 Oa3 Ue1 Ue2 Ue3 Re1 Re2 Re3 Ja1 Ja2 Ja3 Ja4 Ja5 Ja6 Ed2 Ed3 Ed4
Sa1
Sa2 .77**
Sa3 .84** .84**
Oa1 .54** .60** .53**
Oa2 .55** .52** .51** .77**
Oa3 .50** .52** .52** .77** .74**
Ue1 .52** .50** .50** .47** .40** .40**
Ue2 .50** .50** .55** .41** .40** .44** .77**
Ue3 .41** .38** .32** .43** .35** .35** .56** .58**
Re1 .45** .46** .40** .41** .42** .42** .34** .34** .65**
Re2 .43** .41** .38** .44** .36** .40** .44** .44** .61** .79**
Re3 .46** .48** .44** .17** .43** .46** .45** .42** .62** .78** .76**
Ja1 .13** .11 .17** .18** .16** .17** .62** .19** .19 .10* .15** .79**
Ja2 .14* .12* .16** .20** .14* .17** .15* .13* .15** .11* .12* .77** .85**
Ja3 .15** .14** .17** .18** .18** .18** .17* .15* .14* .15** .10* .72** .88** .82**
Ja4 .19** .15** .19** .11** .16* .42* .11* .17** .17** .16* .19** .12* .84** .84** .85**
Ja5 .10* .07 .15** .18** .17* .63** .28* .19* .18** .14* .18* .50** .77** .74** .74** .79**
Ja6 .18** .14* .20** .14** .19** .16** .23* .10* .13* .18* .10** .88** .86** .85** .86** .89** .77**
Ed2 .17** .18** .17** .16** .14** .12* .18** .23** .15** .19** .18** .16** .13* .15** .14* .17** .17** .17**
Ed3 .23** .20** .19** .12** .19** .19** .23** .21** .24** .26** .23** .18** .11* .13* .11 .11* .10* .12* .47**
Ed4 .20** .20** .15** .19** .16* .18** .16** .12* .21** .22** .26** .22** .15* .17** .07 .11* .17** .10* .48** .59**
Da1 .22** .24** .20** .18** .21** .19** .10* .14* .12* .21** .21** .25** .25** .22** .24** .27** .22** .28** .28** .21** .21**
Da2 .17** .23** .17** .13** .17** .17** .17* .10* .19** .18** .18** .13* .26** .26** .25** .31** .30** .27** .26** .15** .19**
Da3 .14* .18** .20** .17** .14** .14* .13* .10* .13* .10 .12* .06 .26** .26** .25** .30** .32** .26** .20** .13* .14*
Da4 .19** .24** .17** .15** .15** .17** .16** .16** .18** .14* .17** .13* .13** .24** .23** .27** .28** .23** .21** .09 .10
Sa1 .26** .24** .26** .10* .14* .14* .12* .16** .11* .25** .25** .21** .19** .20** .20** .26** .26** .21** .19** .18** .16**
Sa2 .21** .17** .25** .11* .10* .11* .11* .12* .11* .24** .23** .23** .21** .21** .20** .26** .24** .22** .13* .14** .10
Sa3 .21** .19** .22** .14* .11* .11* .13* .14* .11* .22** .22** .17** .23** .23** .23** .30** .26** .25** .16** .16** .19**
Sa4 .19** .15** .28** .20** .12* .11* .11* .13* .19** .22** .18** .12* .24** .21** .23** .25** .23** .27** .22** .23** .22**
Jb1 .10* .15* .23** .18** .16** .14* .16** .11* .13* .12* .16** .11* .18** .19** .16** .17** .17** .17** .16** .22** .21**
Jb2 .12* .16* .24** .18** .15** .15** .18** .13* .15** .09 .11* .08 .15** .15** .14* .16** .15** .14* .13* .20** .15**
Jb3 .11* .11* .17** .17** .17** .17** .13* .11* .13* .10 .11* .07 .10 .10* .08 .10 .09 .07 .11* .19** .14*
Jb5 .17** .12* .14* .17* 13* .14* .19** .126 .15* .02 .06 .01 .11 .10* .10 .09 .08 .09 .13* .22** .17**
Js1 .12* .39** .15** .14* .19* .27** .16* .12* .16** .11* .13* .07 .12* .11* .10 .07 -.04 .10 .05 .04 .03
Js2 .16** .19* .12* .11** .18* .15* .19** .15** .17* .11* .10 .09 .02 .04 .04 .01 -.06 .02 .01 .06 .06
Js3 .16** .16* .13* .12* .11* .24** .40** .17** .17* .13* .13* .09 .07 .06 .07 .04 -.04 .05 .03 .06 .01
Js4 .15* .16* .17** .17* .24* .22** .14** .16* .04 .02 .07 .01 .10 .09 .09 .06 .04 .07 .04 .01 -.16
Js5 .10* .46** .18* .12** .37*. .68** .18** .30* .15* .61** .35** .19* .18* .18* .18* .30** .10* -14* -.61** -35** -.69*
52

Da1 Da2 Da3 Da4 Sa1 Sa2 Sa3 Sa4 Jb1 Jb2 Jb3 Jb5 Js1 Js2 Js3 Js4 Js5
Da2 .85**
Da3 .73** .77**
Da4 .71** .76** .84**
Sa1 .56** .60** .63** .67**
Sa2 .52** .58** .59** .62** .85**
Sa3 .54** .59** .64** .66** .88** .82**
Sa4 .61** .55** .59** .55** .72** .68** .74**
Jb1 .23** .25** .31** .27** .27** .24** .29** .28**
Jb2 .21** .26** .31** .27** .25** .25** .26** .25** .76**
Jb3 .19** .22** .28** .25** .22** .22** .23** .21** .75** .75**
Jb5 .20** .23** .26** .23** .20** .17** .25** .28** .71** .73** .70**
Js1 -.17** -.22** -.19** -.20** -.23** -.21** -.24** -.18** -.23** -.19** -.12* -.19**
Js2 -.10 -.16** -.14** -.17** -.21** -.19** -.22** -.17** -.21** -.17** -.14* -.17** .794**
Js3 -.12* -.20** -.17** -.18** -.21** -.20** -.24** -.18** -.26** -.22** -.16** -.20** .877** .82**
Js4 -.14* -.19** -.17** -.19** -.22** -.19** -.25** -.17** -.22** -.20** -.16** -.18** .771** .69** .75**
Js5 -.17** -.21** -.16** -.18** -.24** -.19** -.26** -.18** -.30** -.27** -.21** -.23** .808** .78** .80** .79**
Note: **correlation is significant at the 0.01 level; *correlation is significant at the 0.05 level; numbers on the diagonal are
variances; n = 302.
53

Appendix G. Summary of studies focusing on antecedents and outcomes of emotional labor
Authors (year) Antecedents Outcomes Findings
Morris & Face to face contact, Emotional Face to face contact positively related to emotional
Feldman (1996) job autonomy, exhaustion, job labor.
negative emotions, satisfaction Job autonomy negatively related to emotional labor.
positive emotions Negative emotions and positive emotions positively
related to emotional labor.
Emotional labor positively related to emotional
exhaustion and negatively related to job satisfaction.
Grandey (2000) Display rules, job Emotional Display rules positively related to surface acting &
satisfaction exhaustion negatively related to deep acting.
exhaustion.
Mikolajczak et Emotional Emotional Emotional intelligence negatively related to emotional
al. (2007) intelligence exhaustion labor.
exhaustion.
Kim, 2008 Job characteristics Burnout(exhaustion, Frequency, duration, variety, job autonomy positively
(frequency, duration, cynicism, related to deep acting and negatively related to surface
variety, job professional acting.
autonomy), efficacy) Emotional labor positively related to job burnout.
54

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