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題名 臺灣國中英語教師的情緒勞動
The Emotion Labor of A Junior High School English Teacher in Taiwan
作者 黃宥甄
Huang, Yu-Jen
貢獻者 黃怡萍
Huang, Yi-Ping
黃宥甄
Huang, Yu-Jen
關鍵詞 情緒勞動
語言教師幸福感
國中英語教師
emotion labor
language teachers’ well-being
junior high school English teachers
日期 2024
上傳時間 5-Aug-2024 15:00:53 (UTC+8)
摘要 最近的研究越來越關注語言教師的幸福感。在這些研究中，情緒勞動引起了人們對語言教師作為專業教師管理和調節情緒的方式的關注。本次質化個案研究中的研究對象為一位具有三年教學經驗的臺灣國中英語代理教師。 此個案研究的目的是探討教師情緒勞動的根源是什麼以及他採取了什麼因應策略。因此，本研究利用一次敘述、兩次半結構化訪談和三次課堂觀察，進一步了解臺灣國中英語教師的情緒經驗。收集的資料依照Hochschild (1993)的編碼方法和研究者區分的類別進行敘述分析。研究結果顯示，情緒勞動的來源是教師在設計課堂活動中的矛盾感受、教師努力得到回報的期望、學校對學業要求的壓力以及壓抑的代課理師角色。該研究參與者採取的策略是表層展演、深層展演和情感共鳴。在所有這些策略中，只有表面表演在參與者因設計課程而忍受辛苦或聽取其他經驗豐富的教師的建議時發揮作用。當研究參與者的內心受到學生的傷害，或被迫遵守學校的規範時，其他情緒勞動並沒有得到緩解。總之，本研究發現了這些來源背後的情緒，並發現在某些情況下，一旦來源不消除，情緒調節策略就不起作用。其中的教學意義包括，讓教師明白跨越舒適圈的重要性，幫助職前教師了解可能出現的負面情緒，以及如何解決它們。本研究的貢獻在於提出現職教師跨越自己的舒適區的重要性以及幫助職前教師了解在擔任代理教師時候可能出現的負面情緒和如何提前處理它們。
Recent studies have increasingly paid attention to language teachers’ well-being. Among these studies, emotion labor has cast attention on how language teachers adapt to manage and regulate their emotions as professional teachers. One participant, a Taiwanese junior high school English substitute teacher who has teaching experience within three years, was included in this case study. The purpose of this case study is to investigate the sources of the teacher’s emotion labor and what strategies he adopted to deal with them. Thus, the study utilized one narration, two semi-structured interviews, and three classroom observations to get a further understanding of a Taiwanese junior high school English teacher’s emotion experience. The collected data underwent narrative analysis following the coding scheme of Hochschild (1993) and the categories distributed by the researcher. The results indicated that the emotion labor sources were the contradictory feelings on designing activities, the expectation of reciprocation for teacher’s efforts, the pressure of academic progress at school, and the suppression of substitute teacher roles struggling with refusal. Also, the strategies taken were surface acting, deep acting, and emotional consonance. Among all these strategies, only surface acting did work when the participant endured difficulties while designing the lesson and listened to other experienced teachers’ advice. Other emotion labor was not relieved when Max’s inner feeling was hurt by students and when Max was obliged to follow the rules at the school. In conclusion, the present study discovered the emotions behind those sources and found out that under certain situations, once the sources were not eliminated, the strategies would not work. Pedagogical implications, such as the importance of teachers going beyond their comfort zone and helping pre-service teachers know what negative emotions may emerge and how to deal with them in advance, were included. The contribution of this study is to help pre-service English teachers understand and manage the negative emotions that may arise when working as substitute English teachers.
參考文獻 Acheson, K., Taylor, J., & Luna, K. (2016). The burnout spiral: The emotion labor of five rural U.S. foreign language teachers. The Modern Language Journal, 100(2), 522-537. https://doi.org/10.1111/modl.12333 Ashforth, B. E., & Humphrey, R. H. (1993). Emotional labor in service roles: The influence of identity. The Academy of Management Review, 18(1), 88-115. https://doi.org/10.2307/258824 Aspers, P., & Corte, U. (2019). What is qualitative in qualitative research. Qualitative sociology, 42, 139-160. Benesch, S. (2018). Emotions as agency: Feeling rules, emotion labor, and English language teachers’ decision-making. System, 79, 60-69. https://doi.org/https://doi.org/10.1016/j.system.2018.03.015 Benesch, S., & Prior, M. T. (2023). Rescuing “emotion labor” from (and for) language teacher emotion research. System, 113, 102995. https://doi.org/10.1016/j.system.2023.102995 Blake, C. E., & Dewaele, J.-M. (2022). Research on language teachers’ emotion labour and emotional well-being. A critical analysis and suggestions for further research. The European Educational Researcher, 6(1), 43-59. https://doi.org/10.31757/euer.613 Boyer, K., Reimer, S., & Irvine, L. (2013). The nursery workspace, emotional labour and contested understandings of commoditised childcare in the contemporary UK. Social & Cultural Geography, 14(5), 517-540. Brotheridge, C. M., & Grandey, A. A. (2002). Emotional labor and burnout: Comparing two perspectives of “people work”. Journal of Vocational Behavior, 60(1), 17-39. https://doi.org/10.1006/jvbe.2001.1815 Burić, I. (2019). The role of emotional labor in explaining teachers' enthusiasm and students' outcomes: A multilevel mediational analysis. Learning and Individual Differences, 70, 12-20. https://doi.org/https://doi.org/10.1016/j.lindif.2019.01.002 Chang, Y.-j. (2018). Certified but not qualified? EFL pre-service teachers in liminality. Journal of Language, Identity & Education, 17(1), 48-62. https://doi.org/10.1080/15348458.2017.1401929 de Ruiter, J. A., Poorthuis, A. M. G., & Koomen, H. M. Y. (2021). Teachers’ emotional labor in response to daily events with individual students: The role of teacher–student relationship quality. Teaching and Teacher Education, 107, 103467. https://doi.org/https://doi.org/10.1016/j.tate.2021.103467 Dewaele, J.-M., & Wu, A. (2021). Predicting the emotional labor strategies of Chinese English Foreign Language teachers. System, 103, 102660. https://doi.org/https://doi.org/10.1016/j.system.2021.102660 Diefendorff, J. M., Croyle, M. H., & Gosserand, R. H. (2005). The dimensionality and antecedents of emotional labor strategies. Journal of Vocational Behavior, 66(2), 339-357. https://doi.org/https://doi.org/10.1016/j.jvb.2004.02.001 Ergül Bayram, P., & Eveyik-Aydın, E. (2023). The relationship between the emotional labor and burnout levels of EFL Teachers at university preparatory schools. TEFLIN Journal, 34(2), 226-244. https://doi.org/10.15639/teflinjournal.v34i2/226-244 Gebhard J. G. (2013). EFL learners studying abroad: Challenges and strategies. Asian EFL Journal, 15(2), 155–182. Gray, B. (2002). Emotional labour and befriending in family support and child protection in Tower Hamlets. Child & Family Social Work, 7(1), 13-22. Gray, B. (2010). Emotional labour, gender and professional stereotypes of emotional and physical contact, and personal perspectives on the emotional labour of nursing. Journal of Gender Studies, 19(4), 349-360. Greenier, V., Derakhshan, A., & Fathi, J. (2021). Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers. System, 97, 102446. https://doi.org/10.1016/j.system.2020.102446 Gross, J. J. (2002). Emotion regulation: affective, cognitive, and social consequences. Psychophysiology, 39(3), 281-291. https://doi.org/10.1017/s0048577201393198 Heigham, J., & Croker, R. A. (2009). Qualitative research in applied linguistics: A practical introduction. Palgrave Macmillan. https://doi.org/10.1057/9780230239517 Hochschild, A. R. (1979). Emotion work, feeling rules, and social structure. American journal of sociology, 85(3), 551-575. Hochschild, A. R. (1983). The managed heart: Commercialization of human feeling University of California Press. Hu, G. (2002). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture, and Curriculum, 15(2), 93-105. Kingdon G, Sipahimalani-Rao V (2010) Para-teachers in India: Status and impact. Economic and Political Weekly. March 20, 2010, 45(12). Lai, T.-H., & Huang, Y.-P. (2021). “I was a class leader”: Exploring a Chinese English teacher’s negative emotions in leadership development in Taiwan. English Teaching & Learning, 46(2), 115-131. https://doi.org/10.1007/s42321-021-00092-4 Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research: Reading, analysis, and interpretation (Vol. 47). Sage. Liu, H., Li, H., & Fang, F. (2023). “Behind the Screen, I Still Care about my Students!”: Exploring the emotional labour of English language teachers in online teaching during the COVID‐19 Pandemic. International Journal of Applied Linguistics, 34(2), 450-465. https://doi.org/10.1111/ijal.12501 Loh, C. E., & Liew, W. M. (2016). Voices from the ground: The emotional labour of English teachers' work. Teaching and Teacher Education, 55, 267-278. https://doi.org/10.1016/j.tate.2016.01.016 MacIntyre, P. D., Ross, J., Talbot, K., Mercer, S., Gregersen, T., & Banga, C. A. (2019). Stressors, personality and wellbeing among language teachers. System, 82, 26-38. https://doi.org/10.1016/j.system.2019.02.013 Ministry of Education. (2014). Curriculum guidelines of 12‐year basic education. Taipei: Ministry of Education. Nazari, M., Karimpour, S., & Ranjbar, M. (2024). Emotion labor as professional development work: Insights from teachers doing action research. TESOL Quarterly, 58, 222-250. https://doi.org/10.1002/tesq.3226 Nazari, M., & Molana, K. (2023). “Predators of emotions”: The role of school assessment policies in English language teachers' emotion labor. TESOL Quarterly, 57, 1226-1255. https://doi.org/10.1002/tesq.3188 Nazari, M., Seyri, H., & Karimpour, S. (2023). Novice language teacher emotion labor and identity construction: A community of practice perspective. Teaching and Teacher Education, 127, 104110. https://doi.org/10.1016/j.tate.2023.104110 Patton, M. Q. (1990). Qualitative evaluation and research methods. SAGE. Pinkawa, C., & Dorfel, D. (2024). Emotional labor as emotion regulation investigated with ecological momentary assessment - a scoping review. BMC Psychol, 12(1), 69. https://doi.org/10.1186/s40359-023-01469-9 Robinson N, Gauri V (2010) Education, labor rights, and incentives contract teacher cases in the Indian courts. Policy Research Working Paper 5365. World Bank. So, B.W.Y. (2015), Exam-centred Meritocracy in Taiwan: Hiring by Merit or Examination?. Australian Journal of Public Administration, 74: 312-323. https://doi.org/10.1111/1467-8500.12139 Sutton, R. E., Mudrey-Camino, R., & Knight, C. C. (2009). Teachers’ emotion regulation and classroom management. Theory into practice, 48(2), 130-137. https://doi.org/10.1080/00405840902776418 Taxer, J. L., & Frenzel, A. C. (2015). Facets of teachers' emotional lives: A quantitative investigation of teachers' genuine, faked, and hidden emotions. Teaching and Teacher Education, 49, 78-88. https://doi.org/https://doi.org/10.1016/j.tate.2015.03.003 Wharton, A. S. (2009). The sociology of emotional labor. Annual review of sociology, 35, 147-165. Winograd, K. (2003). The functions of teacher emotions: The good, the bad, and the ugly. Teachers college record, 105(9), 1641-1673. Yin, H.-b., & Lee, J. C.-K. (2012). Be passionate, but be rational as well: Emotional rules for Chinese teachers’ work. Teaching and Teacher Education, 28(1), 56-65. https://doi.org/10.1016/j.tate.2011.08.005 Yin, H. (2015). Knife-like mouth and tofu-like heart: emotion regulation by Chinese teachers in classroom teaching. Social Psychology of Education, 19(1), 1-22. https://doi.org/10.1007/s11218-015-9319-5 Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Sage Publications. Zembylas, M. (2006). Teaching with emotion: A postmodern enactment. Information Age Publishing.
描述 碩士
國立政治大學
英國語文學系
111551017
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0111551017
資料類型 thesis
dc.contributor.advisor 黃怡萍zh_TW
dc.contributor.advisor Huang, Yi-Pingen_US
dc.contributor.author (Authors) 黃宥甄zh_TW
dc.contributor.author (Authors) Huang, Yu-Jenen_US
dc.creator (作者) 黃宥甄zh_TW
dc.creator (作者) Huang, Yu-Jenen_US
dc.date (日期) 2024en_US
dc.date.accessioned 5-Aug-2024 15:00:53 (UTC+8)-
dc.date.available 5-Aug-2024 15:00:53 (UTC+8)-
dc.date.issued (上傳時間) 5-Aug-2024 15:00:53 (UTC+8)-
dc.identifier (Other Identifiers) G0111551017en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/152947-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系zh_TW
dc.description (描述) 111551017zh_TW
dc.description.abstract (摘要) 最近的研究越來越關注語言教師的幸福感。在這些研究中，情緒勞動引起了人們對語言教師作為專業教師管理和調節情緒的方式的關注。本次質化個案研究中的研究對象為一位具有三年教學經驗的臺灣國中英語代理教師。 此個案研究的目的是探討教師情緒勞動的根源是什麼以及他採取了什麼因應策略。因此，本研究利用一次敘述、兩次半結構化訪談和三次課堂觀察，進一步了解臺灣國中英語教師的情緒經驗。收集的資料依照Hochschild (1993)的編碼方法和研究者區分的類別進行敘述分析。研究結果顯示，情緒勞動的來源是教師在設計課堂活動中的矛盾感受、教師努力得到回報的期望、學校對學業要求的壓力以及壓抑的代課理師角色。該研究參與者採取的策略是表層展演、深層展演和情感共鳴。在所有這些策略中，只有表面表演在參與者因設計課程而忍受辛苦或聽取其他經驗豐富的教師的建議時發揮作用。當研究參與者的內心受到學生的傷害，或被迫遵守學校的規範時，其他情緒勞動並沒有得到緩解。總之，本研究發現了這些來源背後的情緒，並發現在某些情況下，一旦來源不消除，情緒調節策略就不起作用。其中的教學意義包括，讓教師明白跨越舒適圈的重要性，幫助職前教師了解可能出現的負面情緒，以及如何解決它們。本研究的貢獻在於提出現職教師跨越自己的舒適區的重要性以及幫助職前教師了解在擔任代理教師時候可能出現的負面情緒和如何提前處理它們。zh_TW
dc.description.abstract (摘要) Recent studies have increasingly paid attention to language teachers’ well-being. Among these studies, emotion labor has cast attention on how language teachers adapt to manage and regulate their emotions as professional teachers. One participant, a Taiwanese junior high school English substitute teacher who has teaching experience within three years, was included in this case study. The purpose of this case study is to investigate the sources of the teacher’s emotion labor and what strategies he adopted to deal with them. Thus, the study utilized one narration, two semi-structured interviews, and three classroom observations to get a further understanding of a Taiwanese junior high school English teacher’s emotion experience. The collected data underwent narrative analysis following the coding scheme of Hochschild (1993) and the categories distributed by the researcher. The results indicated that the emotion labor sources were the contradictory feelings on designing activities, the expectation of reciprocation for teacher’s efforts, the pressure of academic progress at school, and the suppression of substitute teacher roles struggling with refusal. Also, the strategies taken were surface acting, deep acting, and emotional consonance. Among all these strategies, only surface acting did work when the participant endured difficulties while designing the lesson and listened to other experienced teachers’ advice. Other emotion labor was not relieved when Max’s inner feeling was hurt by students and when Max was obliged to follow the rules at the school. In conclusion, the present study discovered the emotions behind those sources and found out that under certain situations, once the sources were not eliminated, the strategies would not work. Pedagogical implications, such as the importance of teachers going beyond their comfort zone and helping pre-service teachers know what negative emotions may emerge and how to deal with them in advance, were included. The contribution of this study is to help pre-service English teachers understand and manage the negative emotions that may arise when working as substitute English teachers.en_US
dc.description.tableofcontents CHAPTER 1 Introduction 1 CHAPTER 2 Literature Review 5 1.Emotion labor 5 2.The sources of high school language teachers’ emotion labor 7 3.1 The emotion labor from the interaction with students 7 3.2 The emotion labor from specific school policies or issues 8 4. Language teachers’ emotional regulation strategies 10 CHAPTER 3 Methodology 13 1. Research Design 13 2. Participants and Contexts 14 3. Data Collection Method 16 3.1 Narration 16 3.2 Semi-structured Interviews 17 3.3 Classroom Observations and Field Notes 18 3.4 Teaching Journals and Portfolio Collection 20 4. Data Analysis 21 5. Validation 24 6. Ethics Considerations 24 7. Role of the Researcher 25 CHAPTER 4 Results 27 1. The Contradictory Feelings on Designing Activities: Tired but Worthy 27 2. The Expectation of Reciprocation for Teacher’s Efforts: Sad and Disappointed 39 3. The Pressure of Academic Progress at School: Struggling and Ambivalent 49 4. The Substitute Teacher Struggles with Refusal: Reluctant and Helpless 58 CHAPTER 5 Discussion 63 Research Question One 63 1. Developing creative classroom activities benefits both the teacher and students, though it is time-consuming and energy-draining. 63 2. Teachers will be disappointed when efforts are not rewarded from either students and parents. 66 3. Striking a balance between the teacher’s beliefs and the school’s rules is difficult. 69 4. A substitute teacher is a suppressing role at school. 72 Research Question Two 75 1. Enduring the difficulties could lead to unexpected consequences. 75 2. Expressing thoughts directly is essential to relieve negative emotions. 77 3. The pressure from school rules is difficult to fight against. 80 4. Following experienced teachers’ advice benefits novice teachers. 82 CHAPTER 6 Conclusion 85 1. Summary of the Present Research 85 2. Pedagogical Implications 86 3. Limitations 87 4. Suggestions for the Future Research 88 5. Conclusion 89 References 90 Appendix A Narration Prompts 94 Appendix B Interview Questions 96 Topic Domain I: The first year of teaching experiences 96 Topic Domain II: The second year of teaching experiences (current) 101 Appendix C Coding Scheme 106 Appendix D The Informed Consent for Research Participation 113 Appendix E The Informed Consent for Classroom Observation 115zh_TW
dc.format.extent 1672565 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0111551017en_US
dc.subject (關鍵詞) 情緒勞動zh_TW
dc.subject (關鍵詞) 語言教師幸福感zh_TW
dc.subject (關鍵詞) 國中英語教師zh_TW
dc.subject (關鍵詞) emotion laboren_US
dc.subject (關鍵詞) language teachers’ well-beingen_US
dc.subject (關鍵詞) junior high school English teachersen_US
dc.title (題名) 臺灣國中英語教師的情緒勞動zh_TW
dc.title (題名) The Emotion Labor of A Junior High School English Teacher in Taiwanen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Acheson, K., Taylor, J., & Luna, K. (2016). The burnout spiral: The emotion labor of five rural U.S. foreign language teachers. The Modern Language Journal, 100(2), 522-537. https://doi.org/10.1111/modl.12333 Ashforth, B. E., & Humphrey, R. H. (1993). Emotional labor in service roles: The influence of identity. The Academy of Management Review, 18(1), 88-115. https://doi.org/10.2307/258824 Aspers, P., & Corte, U. (2019). What is qualitative in qualitative research. Qualitative sociology, 42, 139-160. Benesch, S. (2018). Emotions as agency: Feeling rules, emotion labor, and English language teachers’ decision-making. System, 79, 60-69. https://doi.org/https://doi.org/10.1016/j.system.2018.03.015 Benesch, S., & Prior, M. T. (2023). Rescuing “emotion labor” from (and for) language teacher emotion research. System, 113, 102995. https://doi.org/10.1016/j.system.2023.102995 Blake, C. E., & Dewaele, J.-M. (2022). Research on language teachers’ emotion labour and emotional well-being. A critical analysis and suggestions for further research. The European Educational Researcher, 6(1), 43-59. https://doi.org/10.31757/euer.613 Boyer, K., Reimer, S., & Irvine, L. (2013). The nursery workspace, emotional labour and contested understandings of commoditised childcare in the contemporary UK. Social & Cultural Geography, 14(5), 517-540. Brotheridge, C. M., & Grandey, A. A. (2002). Emotional labor and burnout: Comparing two perspectives of “people work”. Journal of Vocational Behavior, 60(1), 17-39. https://doi.org/10.1006/jvbe.2001.1815 Burić, I. (2019). The role of emotional labor in explaining teachers' enthusiasm and students' outcomes: A multilevel mediational analysis. Learning and Individual Differences, 70, 12-20. https://doi.org/https://doi.org/10.1016/j.lindif.2019.01.002 Chang, Y.-j. (2018). Certified but not qualified? EFL pre-service teachers in liminality. Journal of Language, Identity & Education, 17(1), 48-62. https://doi.org/10.1080/15348458.2017.1401929 de Ruiter, J. A., Poorthuis, A. M. G., & Koomen, H. M. Y. (2021). Teachers’ emotional labor in response to daily events with individual students: The role of teacher–student relationship quality. Teaching and Teacher Education, 107, 103467. https://doi.org/https://doi.org/10.1016/j.tate.2021.103467 Dewaele, J.-M., & Wu, A. (2021). Predicting the emotional labor strategies of Chinese English Foreign Language teachers. System, 103, 102660. https://doi.org/https://doi.org/10.1016/j.system.2021.102660 Diefendorff, J. M., Croyle, M. H., & Gosserand, R. H. (2005). The dimensionality and antecedents of emotional labor strategies. Journal of Vocational Behavior, 66(2), 339-357. https://doi.org/https://doi.org/10.1016/j.jvb.2004.02.001 Ergül Bayram, P., & Eveyik-Aydın, E. (2023). The relationship between the emotional labor and burnout levels of EFL Teachers at university preparatory schools. 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