Exploring Grit as a Mediator between Emotional Labor and Work Engagement among Preschool Teachers

Emotional labor is a central aspect of teaching that shapes teachers’ motivational and psychological outcomes. Drawing on the Conservation of Resources theory, this study examines the mediating role of grit in the relationship between emotional labor strategies and work engagement among preschool teachers in India. Data were collected from 213 preschool teachers and analyzed using Structural Equation Modeling (SEM). The results indicated that surface acting was negatively associated with work engagement, whereas the naturally felt emotions showed a positive association. Deep acting did not exhibit a significant direct relationship with work engagement. Grit significantly mediated these relationships, fully mediating the effect of deep acting and partially mediating the effects of surface acting and naturally felt emotions on work engagement. These findings highlight grit as a key personal resource in transforming emotional labor into positive work outcomes. The study underscores the importance of targeted interventions to strengthen teacher engagement in emotionally demanding contexts.