Abstract:This study tests whether teachers’ emotional labor in classroom settings is optimally conceptualized according to the type of emotional labor strategy involved (genuinely expressing, hiding, and faking emotions), the specific type of emotion being performed in class (e.g., enjoyment vs. pride vs. anxiety), or both strategy type and emotion type. Multitrait–multimethod analyses of 1,086 Canadian teachers’ survey responses showed teachers’ responses to emotional labor items to be most reliably differentiated acc… Show more
“…Since the early 2000s, more systematic empirical research has been emerging; for instance, Näring et al ( 2006 ) were among the first researchers in the field of education to adopt the emotional labor scale originally developed for organizational behavior research (see Brotheridge and Lee, 2003 ). Most recently, scholars have used the multimethod research approach embedding a series of independent studies within one single research project in response to the complexity of emotion (see Burić and Frenzel, 2019 ; Wang et al, 2020 ).…”
One of the indicators that symbolize the success of an academic field is its academic publications in well-established citation indices. This article first explored the bibliometric characteristics of publications on “teachers' emotional labor” (TEL) in the Social Sciences Citation Index (SSCI) and the Arts & Humanities Citation Index (A&HCI), two prestigious citation indices available in the Web of Science (WoS). Search with the term “teacher emotional labor” retrieved 173 publications that included this term in their titles, abstracts, or keywords in the WoS database between 1900 and 2020. The bibliometric characteristics pertaining to numbers of publications, document types, research categories, research areas, authors, journals, universities, and countries were reported. Then, CiteSpace was utilized to visualize TEL research and to obtain insights into its research focuses and its future directions. The findings will contribute to TEL research by informing scholars in the fields of L2 research and psychology and others.
“…Since the early 2000s, more systematic empirical research has been emerging; for instance, Näring et al ( 2006 ) were among the first researchers in the field of education to adopt the emotional labor scale originally developed for organizational behavior research (see Brotheridge and Lee, 2003 ). Most recently, scholars have used the multimethod research approach embedding a series of independent studies within one single research project in response to the complexity of emotion (see Burić and Frenzel, 2019 ; Wang et al, 2020 ).…”
One of the indicators that symbolize the success of an academic field is its academic publications in well-established citation indices. This article first explored the bibliometric characteristics of publications on “teachers' emotional labor” (TEL) in the Social Sciences Citation Index (SSCI) and the Arts & Humanities Citation Index (A&HCI), two prestigious citation indices available in the Web of Science (WoS). Search with the term “teacher emotional labor” retrieved 173 publications that included this term in their titles, abstracts, or keywords in the WoS database between 1900 and 2020. The bibliometric characteristics pertaining to numbers of publications, document types, research categories, research areas, authors, journals, universities, and countries were reported. Then, CiteSpace was utilized to visualize TEL research and to obtain insights into its research focuses and its future directions. The findings will contribute to TEL research by informing scholars in the fields of L2 research and psychology and others.
“…For instance, when the felt emotions are inconsistent with display rules, individuals may use strategies of surface acting (hereafter SA, in which one regulates emotions through faking unfelt emotions and/or hiding felt emotions) and deep acting (hereafter DA, in which one consciously modifies feelings to express the desired emotions, Brotheridge & Lee, 2003 ; Grandey, 2000 ; Hochschild, 1983 ). In empirical studies, emotional labor strategies can be measured to reflect individuals’ emotional labor (Grandey & Gabriel, 2015 ; Wang et al, 2020 ).…”
Section: Theoretical Frameworkmentioning
confidence: 99%
“…Classrooms, the main focal point in formal education systems at all learning levels (UNESCO, 2015 ), are essential in translating the curriculum (Remillard & Heck 2014 ), delivering academic knowledge (Pekrun et al, 2017 ), and promoting students’ social competence (Frenzel et al, 2009 ). In classroom settings, teachers “engage in complex emotional labor” (Wang et al, 2020 , p. 10) and verify their identity as learning supporters that prevail over others (e.g., colleagues, school employees, De Costa et al, 2018 ), which may endow TEL with more pedagogical features. First, display rules of classrooms require teachers to maintain positive emotions, repress negative emotions and use emotions as a teaching tool (Waldbuesser et al, 2021 ; Yin & Lee, 2012 ).…”
Section: Theoretical Frameworkmentioning
confidence: 99%
“…Since the 1990s, TEL and factors related to it have drawn increasing attention from scholars (Burić & Frenzel, 2021 ; Hargreaves, 2000 ; Yin & Lee, 2012 ; Zembylas, 2004 ). However, prior research explored TEL in teachers’ broader settings, while studies on TEL in classrooms (TELC), the fundamental teaching setting, are limited (Wang et al, 2020 ).…”
Section: Introductionmentioning
confidence: 99%
“…As the “working environment does influence display rules” (Grandey & Gabriel 2015 , p. 328), in classrooms teachers are required to perform the expected or desirable emotions according to classrooms’ display rules that besides displaying positive emotions and hiding negative ones, teachers also instrumentalize emotions to achieve teaching goals (Waldbuesser et al, 2021 ; Yin & Lee, 2012 ). Moreover, teachers face emotional events among teachers, students, and teaching in classrooms where TELC is mainly used to assist their class instructions (e.g., teachers apply emotional labor to combine their teaching beliefs with curriculum requirements; Loh & Liew, 2016 ; Miller & Gkonou, 2018 ), support students’ learning (e.g., teachers’ faking of emotions is positively related to students’ academic engagement; Burić & Frenzel, 2021 ; Nyanjom & Naylor, 2021 ; Zembylas, 2004 ), and deal with their own emotions (Isenbarger & Zembylas, 2006 ; Wang et al, 2020 ). Changes in environment, display rules, purpose, and other factors can impact how teachers apply emotional labor strategies (Brotheridge & Lee, 2003 ; Trougakos et al, 2011 ).…”
Teachers’ emotional labor is essential to teachers’ instructional quality, psychological health, and students’ learning effectiveness in classrooms. To assess how teachers manage their emotions to match the display rules of classrooms, this study developed and validated a self-report scale—the Teachers’ Emotional Labor Strategy in Classrooms (TELSC)—through three rounds of investigation with secondary school teachers. First, strategies and item statements were collected through existing scales, an open-ended questionnaire, and interviews. Second, the pilot study was conducted, and the results of content validity and exploratory factor analysis confirmed the 17-item formal scale with four dimensions: surface acting, deep acting, expression of naturally felt emotions, and emotion termination. The third round investigated 491 teachers and validated the scale: confirmatory factor analyses verified the four-factor structure; correlations among the four subscales and average variance extracted indicated good discriminant validity; correlations between subscales and emotional exhaustion, teacher efficacy, and years of teaching showed good criterion validity; and Cronbach’s
α
showed good reliability. Overall, the TELSC scale is an efficient instrument to measure the strategies that teachers use to manage their emotions in classrooms, and it can be applied to understand and improve teachers’ professional competence in teaching and emotional interaction.
In contrast to teachers’ positive emotions, such as enjoyment and enthusiasm, teachers’ negative emotions and the regulation of negative emotions have received limited empirical attention. As the most commonly experienced negative emotion in teachers, anger has to date demonstrated mixed effects on teacher development. On the one hand, habitual experiences of anger (i.e., trait anger) exhaust teachers’ cognitive resources and impair pedagogical effectiveness, leading to poor student engagement. On the other hand, strategically expressing, faking, or hiding anger in daily, dynamic interactions with students can help teachers achieve instructional goals, foster student concentration, and facilitate student engagement. The current study adopted an intensive daily diary design to investigate the double-edged effects of teachers’ anger. Multilevel structural equation modeling of data from 4,140 daily diary entries provided by 655 practicing Canadian teachers confirmed our hypotheses. Trait anger in teachers was found to impair teacher-perceived student engagement. Daily genuine expression of anger corresponded with greater teacher-perceived student engagement; daily faking anger impaired perceived student engagement, and daily hiding anger showed mixed results. Moreover, teachers tended to hide anger over time, and were reluctant to express anger, genuine or otherwise, in front of their students. Finally, genuine expression and hiding of anger had only a temporary positive association with teacher-perceived student engagement, with student rapport being optimal for promoting sustained observed student engagement.
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