Emotional Labor of Teaching (original) (raw)
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Investigation of Emotional Labor in Teaching
International Journal of Psychology and Educational Studies, 2021
Teaching, as a profession, involves high levels of emotional labor. This aspect of teaching makes it distinct from other lines of work. It is an emotion-based profession, and good practice of teaching is full of positive emotions. This positivity is a must in the teacher's relationship with his/her students to ensure a healthy classroom atmosphere. The purpose of this study was to examine teachers' emotional labor behaviors based on various variables. This study was designed as a descriptive survey model, conducted on 556 teachers working in 21 different schools in İstanbul. With a stratified sampling method, the study data were collected through a measuring tool consisting of 'Personal Information Form' and 'Emotional Labor Scale'. Percentage (%), frequency (f), standard deviation (s), mean score (x) values were calculated, and One-Way ANOVA tests and T-test were performed. As a result of the research, it was found that teachers' overall emotional labor behavior level was medium. The highest average score, which was collected under the factor of "genuine emotions," is "high"; the lowest average score, which was collected under the "surface acting" factor, is "low", and teachers' deep acting level was "medium." Teachers' emotional labor levels vary based on gender, profession, and school type. On the other hand, teachers' emotional labor levels do not vary according to their age, tenure, and education level. The findings were discussed, and recommendations were made to the practitioners and researchers.
The concept of emotional labor is increasingly gaining significance within the human factor-centered educational organizations. This study aims to identify primary school teachers' remarks regarding emotional labor and also whether those remarks change according to the variables of gender, marital status, field of study, experience and educational level or not. The study group of the research is composed by 321 teachers randomly selected from the schools located in Elazığ city centre. "Emotional Labor Scale" consisting of 13 questions, the confirmatory factor analysis of which was conducted by Basım and Begenirbaş, has been used as data collection tool following the validity and reliability study. When analyzing each item individually; it is seen that teachers' remarks are concluded as disagree and neutral regarding the sub-dimension of Superficial Role play, agree for the subdimension of Deeply Role Play and agree and absolutely agree for the sub-dimension of Natural Emotions.
Emotional Labor in Education Industry
Management and Change, 2013
Emotional labor concerns emotions in organizational life and organizational attempts to control and direct how employees display emotions to customers. Teaching is a profession that requires almost constant interaction with students involving a high level of emotional labor. This includes such behavior as surface acting, deep acting and suppression of emotion. This paper reviews literature on emotional labor and aims to study the different constructs of emotional labor in the teaching profession. Data was collected from teachers teaching at the graduate and postgraduate level in reputed colleges. It discusses the association between the variables of emotional labor, emotional exhaustion and job satisfaction.
A Qualitative Study of Primary School Teachers' Emotional Labor Behavior
International Journal Of Eurasia Social Sciences
The purpose of this study is to examine teachers' views on emotional labor. The research's study group used phenomenological design which is one of the qualitative research designs and composed of 15 teachers who work at primary schools in Gaziantep in the 2017-2018 academic year. Data was collected through semi-structured interview forms. Descriptive analysis and content analysis were used in the analysis of the data and the interrater level of agreement based on the ratings of researchers was calculated as 0.91. As a result of the research, it was determined that teachers displayed emotional labor behaviors at schools. The views of teachers on emotional labor are grouped under three sub-themes; "surface acting", "deep acting" and "natural emotions". In the surface acting sub-theme, teacher views are as follows: reflecting emotions by managing them, displaying different emotions based on the circumstances and displaying superficial emotions. The views on the deep acting sub-theme are expressed in the following order: demonstrating extra effort while displaying emotions, not reflecting the negative emotions (anxiety, fear, etc.) and hiding the true emotions. For the natural emotions sub-theme, teachers expressed the following views: assuming a calm attitude and displaying genuine (natural) emotions. It was concluded that teachers expressed their feelings in different ways according to the situation they're in or depending on the person that they're communicating with (student, teacher, parent). It was also determined that they engaged more in deep acting, which requires an extra effort in displaying emotions, and also in displaying natural emotions, where the emotions that are felt are displayed naturally (genuinely) with no need for any extra effort. Teachers can be provided with training on management of emotions so that they can accurately express their feelings and reflect their emotions by managing them based on the situation that they are in.
Feeling and Acting like a Teacher: Reconceptualizing Teachers’ Emotional Labor
Teachers College Record: The Voice of Scholarship in Education
Background/Context Empirical research indicates that teachers across ages and academic contexts regularly engage in emotional labor, and this emotional labor contributes to their job satisfaction, teaching effectiveness, burnout, and emotional well-being both within and outside the classroom. However, because the initial research on emotional labor was situated in the service industries (e.g., restaurants, call centers, airlines), researchers have suggested that the emotional labor framework as it applies to teaching only provides a partial picture of teachers’ deeper and more complex emotional practice. Purpose/Objective/Research Question/Focus of Study This study aims to determine whether and how teachers’ descriptions of their own emotional practice map onto existing emotional labor constructs (emotional display rules, and deep and surface acting) and how the framework may be adapted to better support teachers’ implementation of emotional labor. Setting Participants worked in fiv...
Journal of Critical Reviews, 2020
This paper addresses the issue of emotional Labour in the context of teaching. One approach to exploring the emotional practice of teaching involves understanding the "emotional Labour" performed by teachers at work. Emotional Labour is the suppression or expression of one's feelings to meet the goals of a job (Grandey, 2000). This paper explores the emotional Labour of teachers using a new adapted instrument, The Emotional Labour of Teaching Scale (TELTS) and by sampling a large teacher population. The study is limited to the emotional Labour experienced by teachers of English medium schools in Rajkot City. 1000 questionnaires were distributed out of which 716 participants responded back however, few of them kept some fields empty making the responses not suitable for analysis. 598 responses were found to be suitable for analysis. A thorough analysis of emotional Labour experienced by teachers w.r.t. different demographic variables is done. This study found that teaching involved emotional Labour. More specifically, findings endorsed that teachers performed emotional Labour and they are aware of the emotional display rules required in their schools. Overall, results provide implications for practice to improve how we prepare and supervise teachers.
The effects of emotional labour on teacher identity
2018
This purpose of this study was to share the experience of mid-career teachers as they continued to develop and understand their personal and professional identities, and to identify how emotional labor impacts identity. Through an online survey inclusive of closed and open-ended questions, participants provided responses that addressed participant demographics, personal and professional identity, and emotional labour in teaching. These findings provided insight into possible structures that support teachers as they navigate and manage the interdependence of personal and professional identities and emotional labour. This research is important to further understand the role of a teacher as the world evolves around us. As the professional responsibilities of teachers in Alberta change to address societal change, it is important to acknowledge changes in classroom demographics, increased complex needs, and increased support initiatives that contribute to teacher stress and a need for teacher wellness. The outcome of this study was expected to provide insight into structures and processes to support teachers in managing emotional labour. List of Figures .
Entering the emotional practices of teaching
Advances in Teacher Emotion Research, 2009
I discuss teaching as emotional practice and how that practice is tied to teacher identities. My focus in this chapter is on the first stage of professional induction-the student-teaching experience and how teachers communicate emotions. In other words, I explore the question: what emotions are "appropriate," and when should they be expressed? I argue that it not unusual for college supervisors and cooperating teachers to empathize with student teachers' emotions, but assume their emotions can be adjusted with reason or easily ignored. Attempts to separate emotions from or to join them with teaching practice have implications for teacher identity and development. Through a synthesis of these related bodies of literature with examples from my own research on student teachers' emotional experiences, I examine some of the possible trajectories for new teachers as they enter the emotional practice of teaching. Keywords Student teaching • Emotional practice • Emotional understanding • Emotional labor Around the world, the teaching profession heralds its emotional rewards while struggling with teacher shortages, high teacher attrition, and teacher "burnout." Since Lortie's (1975) work on teachers' lives in the United States, scholars have reexamined the myriad of changing, and sometimes unchanging, factors that influence teachers' decisions to enter, remain in, return to, or leave the profession (Rinke 2008). Attracting new teachers is vital to every nation's future. Therefore, what attracts and sustains teachers becomes a central question for educational research. Like many professions, what draws and keeps educators in the profession are "working conditions." Although "working conditions" are frequently cited as a major reason for teacher attrition, they vary considerably from nation to nation as well as within nations (Dove 2004; Rinke 2008). However, missing from many discussions
Examining the Teachers' Emotional Labor Behavior
Journal of Education and Training Studies, 2017
The aim of this research is to investigate the teachers’ emotional labour behaviours and to determine the reasons of the differences. In the research, mixed research methods including both quantitative and qualitative techniques were used. The population of the study was comprised of 280 teachers (266 for quantitative, 14 for qualitative dimensions) who work in Siirt city center. Because of the difficulties to reach the target population, time limitations and the cost over run, representative sampling was preferred. In order to investigate the teachers’ emotional labour behaviors, “Emotional Labour Behaviors Scale” which was adapted by Kaya (2009) was administered to the teachers in the study. This scale was adapted for educational field. For the quantitative dimension of the research, 266 scales were analysed by using percentage, means, frequency and standard deviation for descriptive statistical techniques. T-test, ANOVA tests were used for the differences among the variables. As ...