Antecedents and consequences of teachers' emotional labor: A systematic review and meta-analytic investigation

Hui WANG, Nathan C. HALL, Jamie L. TAXER

Research output: Contribution to journalArticle

1 Citation (Scopus)

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. Copyright © 2019 Springer Science+Business Media, LLC, part of Springer Nature.
Original languageEnglish
JournalEducational Psychology Review
Early online dateFeb 2019
DOIs
Publication statusE-pub ahead of print - Feb 2019

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Emotions
Expressed Emotion
Research
Psychology
Direction compound

Bibliographical note

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. Advance online publication. doi: 10.1007/s10648-019-09475-3

Keywords

  • Teachers' emotional labor
  • Systematic review
  • Meta-analysis
  • Surface acting
  • Deep acting
  • Psychological well-being