![]() Frustration is the natural emotion the teacher experiences internally. For example, imagine that a teacher is interacting with a child who is regularly disruptive during morning meetings by knocking toys over while the teacher and other children are taking turns speaking. Emotional acting includes teachers’ decisions to naturally emote (i.e., feel and express genuine emotions Diefendorff et al., 2005), surface act (i.e., conceal emotions felt inside and display alternative feeling Hochschild, 1983), or deep act (i.e., modify felt emotion to align with emotional display expectations Hochschild, 1983). Emotional Acting StrategiesĮmotional acting refers to the different ways in which teachers might externally express the emotions they experience internally at work. ![]() To understand teachers’ emotional labor, researchers examine teachers’ emotional acting strategies and the display rules of their organizations. Research shows that teachers’ engagement in emotional labor is linked to positive (e.g., job satisfaction) and negative (e.g., burnout) professional outcomes (Fu, 2015 Wang et al., 2019). ![]() We therefore address a gap in the literature by examining teachers’ emotional labor across multiple types of school-based interactions, including adult-facing interactions with families and colleagues.Īs teachers struggle to navigate the emotional demands of their job (Lambert et al., 2018), researchers have used the framework of emotional labor (Hochschild, 1983) to understand how the deliberate suppression or expression of emotion to achieve organizational goals (Grandey et al., 2013) informs daily teaching practice. However, much of the research on teachers’ emotional labor focuses only on teachers’ interactions with students. Understanding connections between teachers’ emotions and their interactions with young children, families, and colleagues may help in the process of building true authentic school-based partnerships (Rouse & O’Brien, 2017). Strong colleague-to-colleague relationships support increases in student learning (Ronfeldt et al., 2015) through fluid communication and shared instructional planning (Sileo, 2011), and improved social and emotional competences for teachers and students (Jennings et al., 2017).ĭeveloping strong partnerships with children, families, and colleagues involves an emotionally complex process, and can trigger both positive and negative emotions in teachers (Chen & Wang, 2011 Seaman & Giles, 2021). Preschool teachers’ daily interactions with colleagues, including other teachers and administrators, also have implications for children’s outcomes (Van Garderen et al., 2012). Effective partnerships between teachers and families foster young children’s development in multiple domains, including literacy skills (Durand, 2011), cognitive and language development (Fantuzzo et al., 2004), academic achievement (Ogg et al., 2021), and behavior and socio-emotional development (Ogg et al., 2021). Robust literature demonstrates the importance of teacher-child interactions for children’s development (Hamre et al., 2014 Downer et al., 2012), with attention paid to fostering emotionally secure pedagogical relationships (Garner et al., 2013).īeyond teacher-child interactions, partnerships between preschool teachers and families are crucial for the success of preschool children. 3) and Ideal-1.5 “To create and maintain safe and healthy settings that foster children’s social, emotional, cognitive, and physical development” (p. In the NAEYC Code of Ethical Conduct and Statement of Commitment ( 2011), several of the principles and ideals directly relate to this competency, such as Principle-1.2 “We shall care for and educate children in positive emotional and social environments” (p. Given the emotional complexities of teaching (Lambert et al., 2018 Davis & Dunn, 2018), regulating the wide range of emotions experienced at work is a key professional competency, and necessary for promotion of optimal school-based interactions.
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