The Emotional Cost of Caring: A Qualitative Study of Emotional Labor in High School Teaching
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| 發表在: | ProQuest Dissertations and Theses (2025) |
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| 100 | 1 | |a Roberts, April K. Tenille | |
| 245 | 1 | |a The Emotional Cost of Caring: A Qualitative Study of Emotional Labor in High School Teaching | |
| 260 | |b ProQuest Dissertations & Theses |c 2025 | ||
| 513 | |a Dissertation/Thesis | ||
| 520 | 3 | |a This qualitative research study was conducted to gain insight into the emotional labor of high school educators. Emotional labor in teaching refers to the process of managing emotions to fulfill the expectations and demands of their role. The purpose of this study was to investigate the subtle strategies, coping mechanisms, and emotions employed by high school teachers to comprehend the effects of emotional labor in an educational setting. A secondary goal of the study sought to heighten comprehension regarding the intricate relationship between emotional labor and education, contributing to the development of educational environments that nurture intellectual growth and emotional well-being. As highlighted in the literature review, Hochschild (1983) emphasized how emotional labor can impose strain on individuals, highlighting the disconnection which can occur between one’s authentic emotions and the organization’s expected emotional responses as part of one’s professional role. Molyneux (2021) brought attention to the need for adequate preparation among educators for handling emotional labor. The potential risks associated with unaddressed emotional labor challenges, including burnout and diminished job satisfaction, align with the overarching concern for educators’ well-being.This study employed a qualitative research design to garner insights into how secondary teachers perceived and experienced emotional labor within the educational environment. Individual face-to-face, semi-structured interviews were conducted tovcollect data with a diverse sample of teachers from various educational backgrounds and years within the profession. A phenomenological approach was utilized to gather information and describe the commonalities of individuals who experience the same phenomenon, with in vivo coding used to capture verbatim descriptions of what and how participants experience emotional labor (Creswell & Poth, 2018).Four major themes emerged from the data: Acting Styles, Emotional Impact, Affective Events, and Job Impact, captured the emotional regulation strategies teacher employed (such as surface acting, deep acting, and naturally felt emotions), the emotional toll of their professional role, and how emotional labor shaped their job satisfaction and well-being. These findings deepen the understanding of emotional labor in education and underscore the importance of supportive structures that acknowledged and address its demands.This aim of this study was to contribute to the existing body of literature by providing insights into how teachers perceive, manage, and experience emotional labor within an educational setting. The findings may inform policy and practice recommendations for emotional labor in an educational setting. Future research should consider a larger geographical participant pool and a greater number of participants overall. | |
| 653 | |a Teacher education | ||
| 653 | |a Higher education | ||
| 653 | |a Educational psychology | ||
| 773 | 0 | |t ProQuest Dissertations and Theses |g (2025) | |
| 786 | 0 | |d ProQuest |t ProQuest Dissertations & Theses Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3239244793/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3239244793/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |