A diary investigation of teachers’ emotional labor for negative emotions: Its associations with perceived student disengagement and emotional exhaustion

Hui WANG, Irena BURIĆ

Research output: Contribution to journalArticlespeer-review

3 Citations (Scopus)

Abstract

The present study adopted the daily diary technique and examined the relationships among teachers' perceived student disengagement, emotional labor, and emotional exhaustion. The data included 587 Canadian teachers' 4,084 diary survey responses. Multilevel structural equation modeling was conducted at both the daily and teacher levels. At the daily level, perceived student disengagement was associated with teachers' genuine expression and faking of negative emotions. At the teacher level, early-semester emotional exhaustion corresponded with perceived student disengagement and teachers' hiding of negative emotions, which yielded even worse late-semester emotional exhaustion. Perceived student disengagement was also related to teachers’ genuine expression of negative emotions. Copyright © 2023 The Authors. Published by Elsevier Ltd.
Original languageEnglish
Article number104117
JournalTeaching and Teacher Education
Volume127
Early online dateMar 2023
DOIs
Publication statusPublished - Jun 2023

Citation

Wang, H., & Burić, I. (2023). A diary investigation of teachers’ emotional labor for negative emotions: Its associations with perceived student disengagement and emotional exhaustion. Teaching and Teacher Education, 127. Retrieved from https://doi.org/10.1016/j.tate.2023.104117

Keywords

  • Teachers
  • Daily emotional labor
  • Daily perceived student disengagement
  • Emotional exhaustion
  • (Intensive) longitudinal method

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