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Teacher emotions and the emotional labour of modern language (ML) teachers working in UK secondary schools
The present paper seeks to explore the contextual factors shaping the emotional labour experiences of secondary school teachers and explain the ways these educators manage their emotions. Data were generated through a series of 20 in-depth, semi-structured interviews with modern language (ML) teachers in the UK. The findings showed that teachers experienced primarily negative forms of emotional labour and these experiences were driven by five interrelated contextual factors: the lack of institutional support, heavy workload, low perceived status of MLs, students’ lack of motivation, and classroom misbehaviour. To manage their emotions, the study reveals that teachers used a wide range of coping mechanisms such as suppression, venting, social support, positive reframing, and the development of positive student–teacher relationships. In light of our results, we call for the emotional dimension of teaching to be better integrated into training programmes, an improvement in working conditions and better support mechanisms for teachers.
History
Author affiliation
College of Social Sci Arts and Humanities/EducationVersion
- AM (Accepted Manuscript)
Published in
International Review of Applied Linguistics in Language TeachingPublisher
De Gruyterissn
1613-4141Copyright date
2024Available date
2025-04-03Publisher DOI
Language
enPublisher version
Deposited by
Dr Jim KingDeposit date
2024-03-28Rights Retention Statement
- No