Although predictors and consequences of burnout in different occupations, including the teaching profession, represent a relatively frequent research topic, the role of emotional labour strategies in the explanation of core dimensions of burnout is less tested, especially in Croatian teachers. Therefore, the aim of this study was to test the role of emotional labour strategies (deep acting, and two types of surface acting; hiding feelings and faking emotions) in the explanation of exhaustion and disengagement. The sample consisted of 1955 teachers in total, whereby 581 of them were class-teachers in elementary school, 716 subject-teachers in elementary schools, and 536 were teachers in secondary school. The female teachers were more represented in the sample (1648 female teachers and 307 male teachers). The age of teachers ranged from 23 to 68 years (M = 42,38, SD = 10,12). The results showed a significant, although relatively small, contribution of emotional labour strategies in the explanation of burnout among teachers. Teachers who use surface acting strategies (hiding feelings and faking emotions) have higher levels of exhaustion and disengagement. In contrast to this, teachers who use deep acting have lower levels of the two burnout dimensions.

emotional labour strategies, burnout, teachers