Feeling paradoxes and teaching in struggles: A socio-political analysis of language teachers’ motivation and emotion labor
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Abstractenhancing students’ learning outcomes, and is fundamental to teachers’ professional commitment, psychological well-being, and resilience. Despite the increasing interest in EFL teacher motivation, there remains a considerable lack of in-depth exploration into the socio-political environments that shape and influence it. This qualitative study addresses this gap by exploring the link between language teacher motivation and emotion from a socio-political perspective. Focusing on three Chinese EFL teachers, the research utilized data from three rounds of semi-structured interviews, reflective journals, and documents. Using a data-driven inductive approach, the analysis revealed three types of motivation: relational, bumpy, and adaptive, influenced by two feeling rules, namely, “Don’t show negative emotions” and “Do show
positive emotions.” The study discusses the potential and limitations of emotion labor as a motivator in language education and a richer understanding of feeling rules. Pedagogical implications are also discussed.
positive emotions.” The study discusses the potential and limitations of emotion labor as a motivator in language education and a richer understanding of feeling rules. Pedagogical implications are also discussed.
All Author(s) ListShanshan Yang, Hongbiao Yin
Journal nameSystem
Year2024
Month10
Volume Number125
PublisherElsevier
Article number103426
ISSN0346251X
LanguagesEnglish-United States
Keywordslanguage teacher motivation, emotion, feeling rules, emotional labor, EFL teachers
