المرونة المعرفية وعلاقتها بإستراتيجيتي العمل العاطفيّ (السّطحي- العميق) لدى معلّمات رياض ‏الأطفال في محافظة خان يونس

Ibrahim masri; Zuhair El-Nawajha

doi:10.35516/Hum.2026.9444

Authors

Ibrahim masri College of Education, Hebron University, Hebron, Palestine. https://orcid.org/0000-0003-1288-1098
Zuhair El-Nawajha College of Education, Al-Quds Open University, Gaza, Palestine. https://orcid.org/0000-0003-3814-9380

DOI:

https://doi.org/10.35516/Hum.2026.9444

Keywords:

Cognitive flexibility, emotional labor (surface and deep acting), female kindergarten teachers

Abstract

Objectives: This study aims to identify the levels of cognitive flexibility and emotional labor strategies (surface and deep acting) among female kindergarten teachers in Khan Yunis Governorate. It also seeks to explore the relationship between cognitive flexibility and emotional labor strategies and pinpoint differences in these variables based on years of teaching experience. The study sample consists of 120 female kindergarten teachers.

Methods: The researchers utilized the Cognitive Flexibility Scale (Dennis & Vander Wal, 2010) and the Emotional Labor Strategies Scale (surface and deep acting) developed by Yang et al. (2019).

Results: Both cognitive flexibility and emotional labor strategies were at high levels. Years of teaching experience did not significantly affect cognitive flexibility or emotional labor strategies. Cognitive flexibility was found to have a positive correlation with deep acting but a negative correlation with surface acting.

Conclusions: The study emphasizes the necessity of encouraging kindergarten teachers to use deep acting as a positive emotional labor strategy since it may enhance their well-being and job satisfaction.

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