Emotional Labor in the Dual Role of Teaching and Coaching

Abstract

This study investigated the emotional labor involved in two forms of sport services-teaching and coaching-as perceived by high school teacher-coaches regarding required emotional displays and the use of emotional labor strategies. A total of 403 high school teacher-coaches from 47 states in the United States completed the online questionnaires measuring their perceptions of required emotional displays and their uses of emotional labor strategies in the two occupational roles. Results showed that there was no significant difference in the perception of positive emotional displays as required among participants. However, participants perceived that the expressions of friendliness and cheerfulness were more required in teaching than in coaching. On the other side, negative emotional displays were perceived to be more required in coaching than in teaching. That is, expressing upset, disappointment, anger, unhappiness, and frustration were perceived differently among participants. Also, participants utilized more surface acting when teaching and employed more genuine expression when coaching. The findings of this study highlight that differences do exist in the perception of required emotional displays and the utilization of emotional labor strategies in the two roles of teaching and coaching. These results were discussed in light of the task and group differences between teaching and coaching.

Teacher burnout and turnover intention in higher education: The mediating role of job satisfaction and the moderating role of proactive personality

“…In the literature, burnout has long been regarded as a key factor leading to increased turnover (Rajendran et al, 2020). As such, burnout is positively related to turnover intention, including the field of teaching (Lee et al, 2018), with long-term burnout forcing many university instructors to quit, change schools, or change careers.…”

“…Reducing or preventing burnout and turnover intention are universally recognized as vital elements for organizational prosperity and sustainability, including educational organization, such as universities (Maertz Jr et al, 2007;Weng and Xi, 2010;Shin and Jeung, 2019). From a review of the current literature review, it is evident that burnout is influential in terms of turnover intention (Lee et al, 2018;Rajendran et al, 2020). Burnout not only has a detrimental impact on the self-development and psychology of teachers but also has adverse consequences on the quality of students' learning and well-being (García-Carmona et al, 2019;Genoud and Waroux, 2021;Oliveira et al, 2021).…”

‘We too find it difficult’: A consideration of site-based Holocaust education as emotional labour

“…In keeping with the majority of research into emotional labour (Lee et al, 2018), this study adopts a qualitative, constructionist methodology (aside from some demographic information which was collected using mixed methods). This is based on the assumption that teaching and learning is a communicative act, and that 'as we communicate with each other we construct the world in which we live' (Gergen, 2015: 6).…”

Development of a Conceptual Model of Occupational Stress for Athletic Directors in Sport Contexts

“…Many athletic directors also coach sports and carry a full teaching load [ 9 ]. Although some similarities do exist, the roles of educators and administrators are not considered identical, as there are differences in terms of occupational goals and objectives, skill sets and abilities, responsibilities, and reward systems in the two occupational settings [ 29 ]. As administrators, athletic directors work as department spokesperson whenever they have contact with several people inside and outside the department.…”

“…Coping is defined as “the cognitions and behaviors, adopted by the individual following the recognition of a stress encounter, that are in some way designed to deal with that encounter or its consequences” [ 72 ] (p. 7). Thus, depending on how athletic directors cope with the stressful situations, they may experience different consequences either in a positive or negative manner [ 29 , 73 ]. For example, previous literature has noted that the extent to which individuals appraise future threats as challenges and opportunities for new achievements (i.e., proactive coping strategy) was found to have a negative association with stress and burnout [ 74 ].…”