Exploring Emotion in Teaching: Emotional Labor, Burnout, and Satisfaction in Chinese Higher Education

Feel, think, teach – Emotional Underpinnings of Approaches to Teaching in Higher Education

“…Grandey, 2003). The deep strategy of "managing feelings" (Grandey, 2000, p. 97) seems more fruitful, as indicated by positive relations to satisfaction and negative relations to burnout in Zhang and Zhu's (2008) study.…”

“…This surface acting strategy (Grandey, 2000), however, seems to place a burden on the teachers employing them. With Chinese higher education teachers who responded to questionnaires, Zhang and Zhu (2008) found that the surface acting strategy of emotional labor was positively related to several burnout subscales and negatively to satisfaction (cf. Grandey, 2003).…”

University teachers’ perceptions of appropriate emotion display and high-quality teacher-student relationship: Similarities and differences across cultural-educational contexts

“…Cranton & Carusetta, 2004). An authentic display of emotions fulfills a relevant function in establishing genuine and caring relationships with students (Yuu, 2010; see also Fischer & Manstead, 2010 discussing the social functions of emotions in general), and is also significant for maintaining teachers' health (Zhang & Zhu, 2008). Research also suggests that emotion suppression can have adverse cognitive implications (Gross, 2010), which in turn may also impact teaching quality while cognitive resources and attention are focused on the process of emotion suppression.…”

University Teachers’ Perceptions of Appropriate Emotion Display and High-Quality Teacher-Student Relationship: Similarities and Differences Across Cultural-Educational Contexts

“…If teachers experience emotional labour over a sustained period, it could result in negative consequences, such as decreased satisfaction in the job, or burnout symptoms (e.g. emotional exhaustion) (Barber, Grawitch, Carson, & Tsouloupas, 2010;Zhang & Zhu, 2008). Emotional labour can also arise from the role of a teacher, a job or function that includes moral elements (Chen & Kristjansson, 2011), such as pastoral care (Isenbarger & Zembylas, 2006;Oplatka, 2007;Yuu, 2010) or being role models.…”