The Emotional Labour of Caring in Teaching.

By Lynn Isenbarger, Michalinos Zembylas. 2006

560 citations recorded by the source corpus.

Subfields: Education, Public Administration, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/b2b841ae0fd45b71cd9f415c54c45c53d7810d30

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Citations in the corpus

Caring and emotional labour: Language teachers’ engagement with anxious learners in private language school classrooms (2019, background): “These expectations and the need for ongoing emotion management on the part of teachers often results in teachers experiencing additional stress that can lead to cynicism or even teacher burnout (Isenbarger & Zembylas, 2006, p. 123; see also Day & Gu, 2010; Frenzel, 2014; Tsang, 2011).”
Boundary dilemmas in teacher–student relationships: Struggling with “the line” (2009, background): “Researchers suggest that engaging in the process of establishing and maintaining caring relationships requires considerable emotional work and investment of self (Hargreaves, 2000; Isenbarger & Zembylas, 2006; Schutz, Cross, Hong, & Osbon, 2007; Williams et al., 2008; Zembylas, 2003).”
Emotional facet of language teaching: emotion regulation and emotional labor strategies as predictors of teacher burnout (2015, background): “Teachers attempt to change and manage their emotions and to use emotional labor strategies in order to present only socially desirable emotions (Isenbarger & zembylas, 2006).”
‘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).”
Emotional labor, teacher burnout, and turnover intention in high-school physical education teaching (2017, background): “Email: ylee6@una.edu unpleasant emotions and to express socially acceptable emotions (Isenbarger and Zembylas, 2006), is a recent psychological construct that addresses how workers can effectively deal with such emotional incidents at work (Grandey and Gabriel, 2015).”
Entering the Emotional Practices of Teaching (2009, background): “They illustrated how caring is one way of demonstrating emotional understanding and can have costs (see also Isenbarger and Zembylas 2006), as is the case of the teacher who reported being criticized too much for caring early in her career: “People would say to me in my first few years of teaching,…”
The wellbeing of language teachers in the private sector: An ecological perspective (2020, background): “…of being an educator (e.g. Day & Gu, 2010; Frenzel, 2014; Schutz & Zembylas, 2009), especially the notion of ‘emotional labour’, which refers to how teachers manage the expression of their emotions in line with contextual expectations in the job (Frenzel, 2014; Isenbarger & Zembylas, 2006).”
Teacher Temperament: Correlates with Teacher Caring, Burnout, and Organizational Outcomes (2007, background): “However, as Isenbarger and Zembylas (2006) assert, ‘‘caring relationships in teaching may be a source of professional satisfaction for teachers but they can be a source of emotional strain, anxiety, anger, and disappointment’’ (p. 123).”