Antecedents and Consequences of Teachers’ Emotional Labor: a Systematic Review and Meta-analytic Investigation

Wang, Hui; Hall, Nathan C.; Taxer, Jamie L.

doi:10.1007/s10648-019-09475-3

Cited by 125 publications

(110 citation statements)

References 82 publications

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“…However, some interesting points are notable. First, despite both teachers adopting genuine expressions across three stages for a desirable consequence (Burić, 2019), we did not observe that they utilized more positive or negative genuine expressions which differs from the literature in which positive genuine expression tends to be adaptive, while negative genuine expression is maladaptive to the desirable outcomes (Taxer and Frenzel, 2015;Wang et al, 2019). Second, the neutral ways used by Frank could be explained by other studies (Gallant, 2013;Chen, 2019) in which teachers are encouraged to either suppress or sharpen their emotions to maintain an emotional balance.…”

Section: Comparison Of Emotional Experiences Of Two Teacherscontrasting

confidence: 72%

“…Research highlights that teachers have not only passively experienced but also actively regulated their emotions, with the emotions teachers have experienced often differing significantly from those they have expressed to the teaching profession (Taxer and Frenzel, 2015;Wang et al, 2019). Hochschild (1983) defined emotional labor as "the management of feeling to create a publicly observable facial and bodily display" (p. 7) focusing on how individuals modify their emotional expressions from their truly experienced emotions for communicative purposes.…”

Section: Teachers' Emotional Labormentioning

confidence: 99%

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Emotional Trajectory at Different Career Stages: Two Excellent Teachers’ Stories

2020

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The current study aimed to investigate excellent teachers' emotional journey, particularly, the trajectory of emotional experiences and emotional labor strategies at different career phases. The research used a case-study approach to explore the storied experience of two teachers (female and male) who were bestowed the Provincial Excellent Teacher Award. They were close to retirement so they could retrieve emotional experiences from across their entire career. Individual semi-structured interviews were utilized as a major data source, supplemented with relevant documentation and phone calls to achieve data triangulation. Thematic analysis was adopted to deal with data. The findings demonstrated a dynamic pattern of emotions and emotional labor, transiting from one teacher career stage to another. It was observed that the female teacher experienced mixed emotions but the male teacher had more negative emotions at the early stage. Both teachers claimed more positive emotions in the middle stage and a high level of satisfaction in the late stage. Both of them employed genuine expression and surface acting strategies in the first two stages. In the late stage, the female teacher used a combination of genuine expression and deep acting with more empathy, whilst the male teacher adopted a combination of surface acting and genuine expression aiming for a neutral atmosphere. Social values, organizational demands professional self, and gender are discussed for possibly resulting in these discrepancies.

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Section: Comparison Of Emotional Experiences Of Two Teacherscontrasting

confidence: 72%

Section: Teachers' Emotional Labormentioning

confidence: 99%

Emotional Trajectory at Different Career Stages: Two Excellent Teachers’ Stories

2020

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“…Research supporting the broaden-and-build theory among teachers also revealed that positive emotions can reduce the negative effects of negative emotions (i.e., undoing effect) (Gloria et al, 2013;Buonomo et al, 2019). At the same time, studies investigating both teachers' positive and negative emotions revealed that in general low levels of positive emotions reported by teachers (such as enjoyment and pride) and high levels of negative emotions (such as anger and anxiety) correspond to higher levels of emotional exhaustion, teacher burnout, and emotional labor (Keller et al, 2014;Khajavy et al, 2017;Wang et al, 2019). Therefore, we suggest that the balance of positive to negative emotions should be considered in studies investigating teachers' well-being.…”

Section: Positivity Ratiomentioning

confidence: 99%

Positivity Ratio and Well-Being Among Teachers. The Mediating Role of Work Engagement

Rusu

Colomeischi

2020

Front. Psychol.

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Previous studies indicated that the balance of positive to negative affect (i.e., positivity ratio) is associated with subjective well-being and flourishing in the general population. Moreover, a positivity ratio of 2.9 is considered a critical value discriminating between flourishing and non-flourishing individuals. To date, however, there is limited research on the positivity ratio on samples of teachers. The present study aimed to investigate whether the positivity ratio affects work engagement and well-being among teachers. Based on the broaden-and-build theory (Fredrickson, 2001) and work engagement model (Bakker and Demerouti, 2007), we predicted that positivity ratio (the ratio between positive and negative emotions) experienced by teachers would increase their work engagement, which in turn would positively affect their well-being. A sample of 1,335 teachers (762 women and 573 men) from Romania participated in the study. Results revealed that work engagement mediated the relationship between positivity ratio and well-being. Specifically, teachers with a higher ratio of positive to negative emotions reported more engagement (dedication, absorption, and vigor) and in consequence higher levels of subjective well-being (autonomy, environmental mastery, personal growth, self-acceptance, positive relations with others and purpose in life). Also, when investigating the positivity ratio according to participants' well-being, we found a mean of positivity ratio of 2.84 for the group of teachers with high levels of well-being, validating the proposed critical positivity ratio of 2.9. These findings support the importance of addressing positive emotions and positivity ratio in prevention and intervention programs with teachers.

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“…Additionally, as the present study participants were recruited only from Canadian K-12 institutions, further research with educator samples at other levels (e.g., preschool, postsecondary) and in other countries (cf. differences in teachers' emotional labor strategies in Eastern vs. Western countries; see Wang, Hall, & Taxer, 2019 for a review) is needed to determine the generalizability of the study findings. Finally, it is also important to note that as we were not able to ascertain response rates of teachers in this study (e.g., due to study advertisements being posted in various formats by participating unions and associations including mass emails, newsletters, websites, etc.…”

Section: Study Limitations and Future Directionsmentioning

confidence: 99%

Exploring the Structure of Teachers’ Emotional Labor in the Classroom: A Multitrait–Multimethod Analysis

Wang

Hall

Chiu

et al. 2020

Educational Measurement

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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 according to both specific types of emotional labor strategies as well as the valence of the emotion being performed. Findings were largely consistent with common “display rules” encouraging expression of positive emotions and hiding of negative emotions by teachers in classroom settings. Results further showed teachers’ emotional labor strategies for negative emotions to be particularly contingent on the specific discrete emotion involved, highlighting the complexity of expressing negative emotions as a behavior management strategy.

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Antecedents and Consequences of Teachers’ Emotional Labor: a Systematic Review and Meta-analytic Investigation

Cited by 125 publications

References 82 publications

Emotional Trajectory at Different Career Stages: Two Excellent Teachers’ Stories

Emotional Trajectory at Different Career Stages: Two Excellent Teachers’ Stories

Positivity Ratio and Well-Being Among Teachers. The Mediating Role of Work Engagement

Exploring the Structure of Teachers’ Emotional Labor in the Classroom: A Multitrait–Multimethod Analysis

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