Chinese preschool teachers' emotional labor and regulation strategies

Limin ZHANG, Shulin YU, Lianjiang JIANG

Research output: Contribution to journalArticles

Abstract

Situated within a cohort of Chinese preschool teachers' emotional experiences, this study shows that preschool teachers' emotional labor is characterized by its long duration, high intensity, and diversity in emotional interactions. The findings also reveal three rules governing preschool teachers' emotional labor, including being adept in emotional control, active use of emotions, and keeping smiling service. In response to these rules, preschool teachers regulate their emotions with four major strategies of disguising, restraining, self-persuading, and releasing. The paper concludes with implications on how preschool teachers' emotion regulation can be better supported. Copyright © 2020 Elsevier Ltd. All rights reserved.
Original languageEnglish
Article number103024
JournalTeaching and Teacher Education
Volume92
Early online dateMar 2020
DOIs
Publication statusPublished - Jun 2020

Citation

Zhang, L., Yu, S., & Jiang, L. (2020). Chinese preschool teachers' emotional labor and regulation strategies. Teaching and Teacher Education, 92. Retrieved from https://doi.org/10.1016/j.tate.2020.103024

Keywords

  • Preschool teacher
  • Emotional labor
  • Characteristics
  • Regulation strategies

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