“Good for me to Leave it for Good”: A Longitudinal Study on How Emotion Labor in Teaching Contributes to a Beginning EFL Teacher's Resignation

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Tesol Quarterly Pub Date : 2023-12-25 DOI:10.1002/tesq.3289

Yujie Zhang, Lawrence Jun Zhang

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Abstract

Seldom have studies linked the early-career teacher attrition problem to teachers' emotion labor, especially with a longitudinal design. Grounded in the poststructural approach, we designed a longitudinal study to investigate qualitatively how a second-year English-as-a-foreign-language (EFL) teacher's emotion labor triggered by implicit feeling rules contributed to her resignation. We interviewed the novice EFL teacher about her experiences of teaching practice and emotion labor. Findings revealed that: (1) The sources of feeling rules could be complex but were mainly institutional wills, professional norms, and social expectations; (2) many factors triggering emotion labor existed in educational institutions, indicating the necessity of institutional reform; (3) the long-term residual effects of emotion labor led to teacher attrition through the mediation of elevated burnout and decreased teacher wellbeing. Our study considers the teacher's resignation as her resistance to feeling rules and provides empirical evidence for the link between the power imbalance behind emotion labor and early-career resignation. These findings point to a possible need for institutional support and reform as effective methods to increase teachers' wellbeing and career longevity.

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"永远离开对我有好处"：教学中的情感劳动如何导致初任英语教师辞职的纵向研究

很少有研究将职业初期教师的流失问题与教师的情绪劳动联系起来，尤其是采用纵向设计。我们以后结构方法为基础，设计了一项纵向研究，定性调查一位二年级英语外语（EFL）教师的情绪劳动是如何由隐性感觉规则引发并导致其辞职的。我们采访了这位英语为外语（EFL）的新手教师，了解她在教学实践和情绪劳动中的经历。研究结果显示(1)情感规则的来源可能很复杂，但主要是制度意志、职业规范和社会期望；(2)教育机构中存在许多引发情感劳动的因素，这表明制度改革的必要性；(3)情感劳动的长期残余效应通过倦怠感上升和教师幸福感下降的中介作用导致教师流失。我们的研究将教师的辞职视为其对感受规则的反抗，并为情感劳动背后的权力失衡与早期职业辞职之间的联系提供了实证证据。这些研究结果表明，机构支持和改革可能是提高教师幸福感和职业寿命的有效方法。

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来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.