Teachers and Teaching,
Journal Year:
2018,
Volume and Issue:
24(8), P. 965 - 979
Published: Aug. 14, 2018
Emotional
labour
has
been
demonstrated
to
play
a
critical
role
in
teaching
and
leading
the
past
decade.
This
study
explored
relationships
between
leadership
practices,
emotional
teacher
self-efficacy,
with
focus
on
mediating
of
strategies.
A
sample
1026
teachers
from
3
provinces
China
participated
questionnaire
survey.
The
results
show
that
practices
had
negative
effect
surface
acting
positive
effects
deep
acting,
expression
natural
felt
emotion
all
three
aspects
efficacy.
Mediation
analysis
indicates
significantly
mediate
Implications
for
school
development
are
discussed.
Social Psychology of Education,
Journal Year:
2023,
Volume and Issue:
26(6), P. 1651 - 1696
Published: July 12, 2023
Abstract
Teachers
experience
and
express
various
emotions
of
different
qualities
intensities.
They
also
adopt
emotion
regulation
strategies
to
increase
teaching
effectiveness
maintain
professionalism.
Previous
reviews
teachers’
have
focused
on
their
emotional
labor
(i.e.,
deep
surface
acting)—a
subdimension
regulation.
The
present
review
aims
incorporate
multiple
perspectives
conceptualizations,
hence
affording
a
more
comprehensive
understanding
by
examining
antecedent-
response-focused
strategies.
meta-analysis
included
87
articles
investigating
the
relationships
between
seven
related
environmental,
personal,
instructional,
well-being
factors
work-role
interaction
expectations,
school
context,
classroom
personal
characteristics,
motivation,
effectiveness,
teacher
well-being).
Antecedent-focused
demonstrated
adaptive
associations
with
than
More
specifically,
teachers
who
receive
support,
engaged
disciplined
students,
possess
favorable
characteristics
(e.g.,
conscientiousness)
tend
antecedent-focused
regulation;
these
greater
well-being.
In
contrast,
work
at
unsupportive
schools
or
relatively
unfavorable
neuroticism)
use
strategies;
poor
Additional
moderating
analyses
found
differences
concerning
conceptualizations
cultural
backgrounds.
Educational Psychology,
Journal Year:
2019,
Volume and Issue:
39(3), P. 313 - 331
Published: Jan. 11, 2019
Teacher
well-being
is
a
critical
factor
affecting
job
performance
and
thus,
significant
for
enhancing
quality
teaching.
Based
on
the
demands-resources
model,
this
study
examines
mediating
effects
of
teachers'
self-monitoring
self-efficacy
relationships
between
emotional
demands
teaching
trust
in
colleagues
teacher
well-being.
A
questionnaire
was
administered
to
1115
primary
school
teachers
Hong
Kong.
The
results
highlight
maladaptive
role
as
personal
demand
adaptive
resource:
positively
related
anxiety
depression;
enthusiasm
contentment
negatively
depression.
not
only
support
beneficial
colleagues,
which
associated
with
well-being,
but
also
reveal
rewarding
side
self-efficacy.
Theoretical
contributions
practical
implications
are
discussed.
British Journal of Educational Technology,
Journal Year:
2020,
Volume and Issue:
51(6), P. 2064 - 2079
Published: April 30, 2020
Abstract
Immersive
virtual
reality
(IVR)
is
regarded
as
one
of
the
contemporary
technological
innovations
with
rich
educational
potential.
As
a
subset
IVR,
spherical
video‐based
IVR
(SV‐IVR)
immerses
users
centrally
in
human‐recorded
real‐world
environment,
allowing
them
to
explore
environment
any
directions
via
mobile
phones
and
cardboard
goggles.
We
have
proposed
pedagogical
framework—Learner‐Immersed
Virtual
Interactive
Expedition
(LIVIE),
which
leverages
SV‐IVR
integrate
immersive
interactive
inquiry‐based
fieldwork
into
learning
teaching
physical
geography.
Besides
discussing
design
LIVIE,
this
paper
reports
on
quasi‐experimental
study
that
we
carried
out
evaluate
its
effectiveness.
The
research
subjects
were
566
students
from
upper,
middle
lower
academic‐category
secondary
schools
Hong
Kong.
showed
LIVIE
had
different
degrees
positive
effects
high,
moderate
low
academic‐achieving
subjects.
Our
work
not
only
provides
evidence
for
supporting
wider
adoption
geography
education,
but
it
also
sheds
light
how
implement
use
school
education.
Practitioner
Notes
What
already
known
about
topic
There
an
urgent
need
seeking
alternative
strategies
foster
deeper
stimulate
students’
motivation
innovation
Creating
3‐dimensional
animation‐based
quite
costly,
technically
demanding
time‐consuming,
thus
impeding
widespread
emerging
area
domain
technology.
adds
offers
pragmatic
incorporate
elements
process
teaching.
theoretically
grounded
framework
designed
has
been
empirically
implemented
academic
settings
formal
schooling
students,
respectively,
small,
medium
effect
sizes.
Implications
practice
and/or
policy
Researchers,
instructional
designers
developers
are
provided
scholarly
practical
insights
designing
environments
purposes.
Educational
policymakers
administrators
concrete
example
incorporating
Teachers
in‐class
out‐of‐class
integrating
Frontiers in Psychology,
Journal Year:
2020,
Volume and Issue:
11
Published: April 3, 2020
Emotional
labor
plays
an
essential
role
in
school
leadership
and
teaching,
as
principals
teachers
undergo
complex
interactions
with
students,
colleagues
parents.
Although
researchers
have
realized
the
influence
of
leaders'
behaviors
on
followers'
emotions
management
educational
contexts,
relationship
between
behaviors,
teachers'
emotional
related
organizational
outcomes
has
been
underexplored.
As
are
situated
influenced
by
cultural
current
study
focused
strategies,
multidimensional
teacher
commitment,
paternalistic
leadership,
a
unique
type
rooted
Confucianism.
Paternalistic
is
style
that
combines
strong
authority
fatherly
benevolence,
which
prevalent
East
Asia
Middle
East.
A
sample
419
was
randomly
selected
to
participate
survey.
The
results
showed
principals'
authoritarian
had
negative
influences
commitment
profession
school.
Benevolent
positive
effects
Teachers'
deep
acting
played
mediating
effects,
while
surface
mediator.
imply
leaders
could
properly
exert
parent-like
practices
facilitate
through
managing
emotions.
Sustainability,
Journal Year:
2022,
Volume and Issue:
14(4), P. 2205 - 2205
Published: Feb. 15, 2022
The
existing
literature
has
established
the
effects
of
emotional
labor
on
teachers’
wellbeing
indicators
and
teaching
efficacy,
leaving
its
impact
students’
outcomes
unexplored.
Following
Grandey’s
integrative
model
social-emotional
learning
(SEL)
framework,
this
study
explored
relationship
between
labor,
young
children’s
development
in
early
childhood
settings.
Thirteen
preschools
were
recruited
through
stratified
random
sampling
Shenzhen,
China.
Altogether,
49
classrooms
involved,
three
teachers
six
children
sampled
from
each
classroom,
resulting
a
sample
124
241
children.
Teachers’
strategy,
sense
surveyed.
Structural
equation
modeling
confirmed
that
natural
surface
acting
predicted
their
efficacy.
Bootstrapped
mediation
analysis
revealed
paths
to
approaches
varied
significantly
for
different
positions.
implies
guidelines
training
are
needed
positions
help
them
cope
with
at
work
promote
efficacy
better
development.
