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

Resource type
Journal Article
Authors/contributors
Title
Antecedents and Consequences of Teachers’ Emotional Labor: a Systematic Review and Meta-analytic Investigation
Abstract
Emotional labor represents a long-standing area of research that since its initial development by Hochschild (1983) has been increasingly explored to understand why and how teachers manage and express their emotions in class. However, previous studies investigating teachers’ emotional labor have utilized varying conceptual frameworks and have often shown inconsistent effects, particularly concerning deep acting (i.e., the internalization of desired emotions such that expressed emotions are more consistent with experienced emotions). The current systematic review aimed to outline and summarize existing research findings on teachers’ emotional labor and is supplemented by a meta-analytic investigation on the connection between teachers’ emotional labor and psychological well-being. Practical implications, limitations, and directions for future research are discussed.
Publication
Educational Psychology Review
Volume
31
Issue
3
Pages
663-698
Date
9/2019
Journal Abbr
Educ Psychol Rev
Language
en
ISSN
1040-726X, 1573-336X
Short Title
Antecedents and Consequences of Teachers’ Emotional Labor
Accessed
07/03/2021, 18:05
Library Catalogue
DOI.org (Crossref)
Citation
Wang, H., Hall, N. C., & Taxer, J. L. (2019). Antecedents and Consequences of Teachers’ Emotional Labor: a Systematic Review and Meta-analytic Investigation. Educational Psychology Review, 31(3), 663–698. https://doi.org/10.1007/s10648-019-09475-3