Abstract
The present paper seeks to explore the contextual factors shaping the emotional labour experiences of secondary school teachers and explain the ways these educators manage their emotions. Data were generated through a series of 20 in-depth, semi-structured interviews with modern language (ML) teachers in the UK. The findings showed that teachers experienced primarily negative forms of emotional labour and these experiences were driven by five interrelated contextual factors: the lack of institutional support, heavy workload, low perceived status of MLs, students’ lack of motivation, and classroom misbehaviour. To manage their emotions, the study reveals that teachers used a wide range of coping mechanisms such as suppression, venting, social support, positive reframing, and the development of positive student–teacher relationships. In light of our results, we call for the emotional dimension of teaching to be better integrated into training programmes, an improvement in working conditions and better support mechanisms for teachers.
Funding source: Austrian Science Fund
Award Identifier / Grant number: P 31261-G29
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Research ethics: Ethical Approval was obtained from the University of Leicester’s Research Ethics Committee (REC).
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Author contributions: The authors accept responsibility for the entire content of this manuscript and approve its submission.
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Competing interests: The authors declare that there are no competing financial interests or personal relationships that have influenced the work reported in this paper.
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Research funding: This study was supported by the Austrian Science Fund (FWF) [project number: P 31261-G29].
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Data availability: Not applicable.
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© 2024 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Frontmatter
- Editorial
- Emotion as pedagogy: why the emotion labor of L2 educators matters
- Research Articles
- “I’ve just lived inside a tumble dryer”: a narrative of emotion labour, (de)motivation, and agency in the life of a language teacher
- Emotion labor in teacher collaboration: towards developing emotional reflexivity
- Teacher emotions and the emotional labour of modern language (ML) teachers working in UK secondary schools
- Emotional labor of a Brazilian public school teacher: domination and resistance in a neoliberal context
- Translanguaging and emotionality of English as a second language (ESL) teachers
- Emotion labor in response to supervisor feedback: is feedback a burden or a blessing?
- She is “just an intern”: transnational Chinese language teachers’ emotion labor with mentors in a teacher residency program
- Emotionally (in)hospitable spaces: reflecting on language teacher–teacher educator collaboration as a source of emotion labor and emotional capital
- Teaching English in an engineering international branch campus: a collaborative autoethnography of our emotion labor
- Commentary: exploring “the pinch” of emotion labor in language teacher research
- Advancing language teacher emotion research: a nuanced, dialectical, and empowering stance
Articles in the same Issue
- Frontmatter
- Editorial
- Emotion as pedagogy: why the emotion labor of L2 educators matters
- Research Articles
- “I’ve just lived inside a tumble dryer”: a narrative of emotion labour, (de)motivation, and agency in the life of a language teacher
- Emotion labor in teacher collaboration: towards developing emotional reflexivity
- Teacher emotions and the emotional labour of modern language (ML) teachers working in UK secondary schools
- Emotional labor of a Brazilian public school teacher: domination and resistance in a neoliberal context
- Translanguaging and emotionality of English as a second language (ESL) teachers
- Emotion labor in response to supervisor feedback: is feedback a burden or a blessing?
- She is “just an intern”: transnational Chinese language teachers’ emotion labor with mentors in a teacher residency program
- Emotionally (in)hospitable spaces: reflecting on language teacher–teacher educator collaboration as a source of emotion labor and emotional capital
- Teaching English in an engineering international branch campus: a collaborative autoethnography of our emotion labor
- Commentary: exploring “the pinch” of emotion labor in language teacher research
- Advancing language teacher emotion research: a nuanced, dialectical, and empowering stance