Emotional labour, teaching and burnout: Investigating complex relationships

Bodenheimer, Grayson; shuster, stef m.

doi:10.1080/00131881.2019.1705868

Cited by 49 publications

(58 citation statements)

References 50 publications

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“…In the last two decades, emotional labor has become a prevalent concept used to explain teacher burnout [29,30]. The concept was termed by Hochschild [14] in her seminal work, The Managed Heart: Commercialization of Human Feeling, which first reveals how the emotions of service workers are commodified for profit-making in postindustrial societies, implying that ownership and control over their emotions are wrested by organizations employing them [31].…”

Section: Emotional Labor and Teacher Burnoutmentioning

confidence: 99%

“…This means that performing emotional labor would lead to emotive dissonance, which is the separation of feelings and displays [14], resulting in the alienation of emotions from the self [31]. Since the sense of alienation is closely related to burnout [33], it has been argued that emotional labor is a factor predicting burnout [29].…”

Section: Emotional Labor and Teacher Burnoutmentioning

confidence: 99%

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School Management Culture, Emotional Labor, and Teacher Burnout in Mainland China

et al. 2021

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The literature suggests that teacher burnout is influenced by the market and hierarchy cultures of school management and teachers’ emotional labor strategies of surface and deep acting. However, studies have suggested that school management cultures and emotional labor strategies may not function independently based on the emotional labor theory. Nevertheless, the literature has paid less attention to the relationship between the school management cultures, emotional labor, and teacher burnout. Therefore, this study aims to investigate the relationship between the three variables in China via an online questionnaire survey. After surveying 425 kindergarten, primary and secondary teachers who participated in a professional development program organized by a public university in Beijing, the study found that teacher burnout was positively related to market culture but negatively related to hierarchy culture. Moreover, the impact of the market culture was fully mediated by surface acting while the impact of hierarchy culture was partially mediated by surface acting and deep acting.

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Section: Emotional Labor and Teacher Burnoutmentioning

confidence: 99%

Section: Emotional Labor and Teacher Burnoutmentioning

confidence: 99%

School Management Culture, Emotional Labor, and Teacher Burnout in Mainland China

et al. 2021

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“…Research, including studies conducted during the COVID-19 pandemic, on the emotional impacts and labour of educators (e.g., Bodenheimer & Shuster 2020;Price 2001;Wang, Hall & Taxer 2019) and other professionals impacted by the pandemic (e.g., Hayes, Corrie & Graham 2020;Msiska et al 2014;Smith & Burkle 2019) found that awareness of emotions can help professionals remain efficient and focused during stressful events. Empathy and empathetic communications, although they may require additional effort, are protective factors in preventing emotional exhaustion and the expression and management of emotion are crucial elements in negotiating the day-to-day demands of teaching.…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

Professional and Personal Impacts Experienced by Faculty Stemming from the Intersection of the Covid-19 Pandemic and Racial Tensions

Belikov

VanLeeuwen

Veletsianos

et al. 2021

Journal of Interactive Media in Education

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The disruption that resulted from COVID-19 in 2020 impacted the ways in which higher education faculty lived and worked. Earlier literature describes how faculty members' experiences during the early months of the pandemic included emotional impacts such as stress and anxiety, with little support to manage these impacts. In this paper we report on a thematic analysis of interviews with Canadian faculty members which revealed that the sources of impacts on Canadian faculty were both the COVID-19 pandemic, as well as racial tensions. These impacts revealed themselves in both the personal and professional lives of participants. With regard to their professional role, participants reported that the additional time and care that they put towards learning new technologies, implementation of new teaching practices, support of students, and efforts to sustain their perceived obligations as a scholar carried an emotional burden. With respect to their personal lives, participants noted that emotional impacts emanated from increased caring responsibilities for family and friends, reduced inperson connections, and news reports and social media. We conclude by presenting support recommendations for individual faculty members, teaching and learning centres, and university administrators.

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“…They have a great impact on a variety of significant teaching-related outcomes (Taxer & Gross, 2018), including teaching effect (Hagenauer et al, 2015), instructional behaviors (Becker et al, 2014), and satisfaction (Nalipay et al, 2019). Recent research has shown that many teachers experience negative emotions, leading to occupational burnout and job dissatisfaction (Atmaca et al, 2020;Bodenheimer & Shuster, 2020;Chen, 2019;Torres, 2021;Zhang et al, 2020). This issue highlights an urgent need to have a deep understanding of teachers' emotional experiences and development.…”

Section: Introductionmentioning

confidence: 99%

Understanding a STEM teacher’s emotions and professional identities: a three-year longitudinal case study

Jiang

Wang

et al. 2021

IJ STEM Ed

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Background Teacher emotions are sometimes underplayed in the research field of teaching and teacher education. Also, teachers often undergo transformations in their professional identities during education reforms. However, very few studies explore the connections between teacher emotions and their professional identities against the background of education reforms, especially in Asian contexts. There is an increasing emphasis on STEM as an education reform in China and the world, and a deep understanding of STEM teacher emotions and professional identities is necessary in the fast development of STEM education. This study examined how a STEM teacher emotionally constructed her professional identities under the STEM education reform. Methods This is a 3-year longitudinal case study employing a narrative inquiry approach with one STEM teacher in China. Data collection included one in-depth, semi-structured interview, three conversations, personal emotional diaries, and correspondence records. A four-step data analysis was conducted. Results Three major themes reflecting the participant’s emotional professional identities emerged, including “an interested but confused learner”, “an enthusiastic but nervous explorer”, and “an excited but unsatisfied mentor”. In the participant’s experiences as a learner, explorer, and mentor, positive and negative emotions were always intertwined. These helped construct and shape her professional identities and encouraged her to be the best STEM teacher that she could be. Conclusion This study provides a series of vivid and dynamic pictures of a STEM teacher’s emotions and professional identities against the background of STEM education reform in China from a 3-year longitudinal perspective. It also indicates the personal, social, cultural, and contextual factors that could have strong effects on teachers’ emotional experiences and the construction of professional identities. Furthermore, this study reveals that three processes (i.e., the process of education changes, the process of creating new or multiple professional identities, and the generation process of teacher emotions) could be intertwined and developed together.

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Emotional labour, teaching and burnout: Investigating complex relationships

Cited by 49 publications

References 50 publications

School Management Culture, Emotional Labor, and Teacher Burnout in Mainland China

School Management Culture, Emotional Labor, and Teacher Burnout in Mainland China

Professional and Personal Impacts Experienced by Faculty Stemming from the Intersection of the Covid-19 Pandemic and Racial Tensions

Understanding a STEM teacher’s emotions and professional identities: a three-year longitudinal case study

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