About this Research Topic
Teaching is a laborious work requiring a great deal of emotional awareness, understanding and regulation to develop and maintain supportive relationships with students. The scholarship of teacher emotion research has been flourishing in the recent decades, and existing literature has underscored the significance of teacher emotion in shaping teacher motivation, well-being, and instructional quality. However, the research fields on teachers’ emotion regulation and its related constructs such as emotional labor are still underdeveloped and limited in the range of cultures, contexts, and research methodologies. The current body of research have identified benefits of a few adaptive forms of emotion regulation (i.e. cognitive reappraisal) and emotional labor strategies (i.e. deep acting), but our understanding about these constructs are still inadequate in terms of how regulatory strategies function during teaching and how they intersect with teacher motivation, well-being, and their instructional behaviors and teaching effectiveness.
This Research Topic aims to develop a more systematic understanding of teacher emotion regulation and emotional labor. We seek to understand the antecedents, processes, and effects of teacher emotion regulation and emotional labor. Some sample research questions include: What are the effective emotion regulation or emotional labor strategies during the teaching process? How do individual factors such as personality, affectivity, beliefs (e.g. teacher self-efficacy) associate with the ways teachers regulate their emotions? How do contextual variables such as school environment, cultural factors, and educational policies provide support or hindrances for teachers to develop adaptive emotion regulation strategies? How does teachers’ emotion regulation or emotional labor relate to teacher motivation and well-being? How does teacher emotion regulation or emotional labor affect teachers’ instructional behaviors and teaching effectiveness (e.g., student achievement, teaching quality)?
In addition, in the era of pandemics, we are interested in exploring in what ways teachers are experiencing and/or managing their emotions under the pandemics caused by COVID-19? How do teachers regulate their emotions or employ strategies of emotional labor under pandemics and/or in the virtual learning context?
We welcome contributions by scholars whose work advances our understanding concerning the antecedents and effects of teachers’ emotion regulation and emotional labor. The following themes are of particular interest for this collection:
• Individual and Contextual Antecedents of Teacher Emotion Regulation and Emotional Labor
• Teacher Emotion Regulation, Emotional Labor, and Their Relationships with Motivation and Well-Being
• Teacher Emotion Regulation, Emotional Labor, and Their Relationships with Teaching Effectiveness and Student Outcomes
• Teacher Emotion Regulation and Emotional Labor in the Era of Pandemics
Article contributions are expected to cover a variety of methodologies including quantitative, qualitative, and mixed method approaches as well as longitudinal and experimental designs including intervention studies.
This Research Topic aims to develop a more systematic understanding of teacher emotion regulation and emotional labor. We seek to understand the antecedents, processes, and effects of teacher emotion regulation and emotional labor. Some sample research questions include: What are the effective emotion regulation or emotional labor strategies during the teaching process? How do individual factors such as personality, affectivity, beliefs (e.g. teacher self-efficacy) associate with the ways teachers regulate their emotions? How do contextual variables such as school environment, cultural factors, and educational policies provide support or hindrances for teachers to develop adaptive emotion regulation strategies? How does teachers’ emotion regulation or emotional labor relate to teacher motivation and well-being? How does teacher emotion regulation or emotional labor affect teachers’ instructional behaviors and teaching effectiveness (e.g., student achievement, teaching quality)?
In addition, in the era of pandemics, we are interested in exploring in what ways teachers are experiencing and/or managing their emotions under the pandemics caused by COVID-19? How do teachers regulate their emotions or employ strategies of emotional labor under pandemics and/or in the virtual learning context?
We welcome contributions by scholars whose work advances our understanding concerning the antecedents and effects of teachers’ emotion regulation and emotional labor. The following themes are of particular interest for this collection:
• Individual and Contextual Antecedents of Teacher Emotion Regulation and Emotional Labor
• Teacher Emotion Regulation, Emotional Labor, and Their Relationships with Motivation and Well-Being
• Teacher Emotion Regulation, Emotional Labor, and Their Relationships with Teaching Effectiveness and Student Outcomes
• Teacher Emotion Regulation and Emotional Labor in the Era of Pandemics
Article contributions are expected to cover a variety of methodologies including quantitative, qualitative, and mixed method approaches as well as longitudinal and experimental designs including intervention studies.
Keywords: teacher emotion regulation, emotional labor, well-being, motivation, teaching effectiveness
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
