Exploring Emotion in Teaching: Emotional Labor, Burnout, and Satisfaction in Chinese Higher Education

By Qin Zhang, Weihong Zhu. 2008

276 citations recorded by the source corpus.

Subfields: Organizational Behavior and Human Resource Management, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/8a4a7d4898ba0bd34f55aefba2137ac3eda14000

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Citations in the corpus

The Bright Side of Emotion in the Classroom: Do Teachers' Behaviors Predict Students' Enjoyment, Hope, and Pride? (2013, background): “Based on other studies showing that processes like emotional labor can shape perceptions of work-life (Zhang & Zhu, 2008), it is reasonable to expect that those same lenses would influence achievement emotions like enjoyment, hope, and pride.”
Effects of Teacher Personalities on Emotional Exhaustion: Mediating Role of Emotional Labor (2013, background): “…2010), personality and emotional labor (Austin, Dore, & O’Donovan, 2007; Bono & Vey, 2007) and, emotional labor and burnout dimensions (Pugliesi, 1999; Zhang & Zhu, 2008), comprehensive studies examining all the variables together seem to be inadequate (Kiffin-Peterson, Jordon, & Souter, 2010).”
‘I don’t think I could, you know, just teach without any emotion’: exploring the nature and origin of university teachers’ emotions (2014, background): “In an empirical study exploring emotional labour in higher education, Zhang and Zhu (2008) revealed that the more university teachers concealed their feelings (= surface acting), the more they were at risk for developing burn-out symptoms.”
Reducing burnout and enhancing job satisfaction: Critical role of hotel employees’ emotional intelligence and emotional labor (2012, unknown): “…with antecedents such as personal/job characteristics or consequences such as job related attitudes and behaviors (e.g., Abraham, 1999; Bakker and Heuven, 2006; Brotheridge and Lee, 2002, 2003; Chau et al., 2009; Côté and Morgan, 2002; Diefendorff et al., 2005; Kim, 2008; Zhang and Zhu, 2008).”
Moving emotional labor beyond surface and deep acting (2012, background): “…one or more of five states of emotional labor: (a) two representative of emotion congruence: deep acting (e.g., Grandey, 2003; Holman et al., 2002; Zhang & Zhu, 2008), and emotional consonance (e.g., Diefendorff et al., 2005; Näring et al., 2006; Yugo, 2009), and (b) three representative of…”
Emotional facet of language teaching: emotion regulation and emotional labor strategies as predictors of teacher burnout (2015, background): “line with zhang and zhu’s (2008) study, which substantiated a link between teachers’ use of”
Adaptation and validation of the teacher emotional labour strategy scale in China (2012, background): “Constanti & Gibbs, 2004 ; Ogbonna & Harris, 2004 ; Zhang & Zhu, 2008 ).”
Assessing the Effects of Instructor Enthusiasm on Classroom Engagement, Learning Goal Orientation, and Academic Self-Efficacy (2014, background): “…student engagement and enhance student intrinsic motivation to learn, teachers are advised to be enthusiastic and positive in the classroom, even if it means sometimes they have to engage in emotional labor and act positive and cheerful on the surface (Hochschild, 2003; Zhang & Zhu, 2008).”