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Meetings are a necessary part of work. The purpose of this paper is to focus on how power distance in meetings affects emotional labor, including whether leader-member exchange (LMX) serves as a moderator for this relationship. It is hypothesized that power distance in meetings would lead to higher levels of emotional labor in meeting attendees, and that higher levels of LMX would make this relationship even stronger.

The authors used a panel sample of full-time working adults from a variety of industries who regularly attend meetings. Participants completed a survey with items related to power distance, emotional labor, and LMX. Hypotheses were tested using moderated regression.

Findings reveal that power distance between the meeting leader and attendees does relate positively to emotional labor, both surface and deep acting. In addition, LMX moderates this relationship for deep acting, but not for surface acting indicating that when high levels of both power distance and LMX exist, meeting attendees will engage in more deep acting.

The results of this study suggest that meeting leaders influence the behavior of attendees through their perceived power and relationship with the attendees. The power distance measure and cross-sectional nature of the sampling strategy is a limitation that provides opportunities for future research.

The practical implications focus on meeting leaders, how they can help meeting attendees make meetings successful by expressing their true authentic emotions.

The current study is one of the first to focus on the power distance present in meetings related to emotional regulation through the social comparison theory. In addition, the current study investigates how LMX can serve as a moderator in this relationship.

Emotional labor is generally seen as a response to organizational display rules, which seek to guide the employee’s emotional expressions in such a way as to benefit the organization – generally by increasing customer satisfaction and fostering a positive regard for the organization itself. This study aims to investigate the degree to which a workshop intervention providing information about emotional labor and targeting effective coping strategies could have an effect on teachers’ burnout.

Using a sample of educators in primary and secondary schools, participants completed a pre-intervention survey, the training intervention and a post-intervention survey six months after the training.

Findings indicate that helpful coping strategy responses increased from pre-intervention to post-intervention. Regression tests showed the relationships between emotional labor and burnout weakened from time 1 to time 2.

These findings suggest that a brief, 60 min, intervention was effective in reducing the strength of the relationship between emotional labor and burnout. Implications for research and practice are discussed.