Be Passionate, but Be Rational as Well: Emotional Rules for Chinese Teachers' Work.

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Adaptation and validation of the teacher emotional labour strategy scale in China (2012, unknown): “Most studies of teachers’ emotional labour used qualitative research method (e.g. Constanti & Gibbs, 2004; Isenbarger & Zembylas, 2006; Ogbonna & Harris, 2004; O’Connor, 2008; Schutz & Zembylas, 2009; Winograd, 2003; Yin & Lee, 2012; Zembylas, 2004).”
Emotional facet of language teaching: emotion regulation and emotional labor strategies as predictors of teacher burnout (2015, background): “In educational era, this concept relates to the process that instructors attempt to hide, create, and manage their emotional expressions as well as feelings based on teaching professional norms (Yin & Lee, 2012).”
‘I need to be strong and competent’: a narrative inquiry of a student-teacher’s emotions and identities in teaching practicum (2016, background): “…to as ‘emotional labor’ (Hochschild, 1983), through which teachers make an effort to inhibit, generate, and manage their feelings and emotions according to the normative beliefs and expectations held about the teaching profession (Isenbarger & Zembylas, 2006; Wharton, 2009; Yin & Lee, 2012).”