Teachers' Emotional Labor, Discrete Emotions, and Classroom Management Efficacy

• In Event: Poster Session 7
  In Poster Session: Division C Section 2a Poster Session 2: Motivational and Affective Processes

Abstract

Extending research on teachers’ emotions beyond general educational contexts and Western samples, we examined how teachers’ emotions correlated with their emotional labor strategies (ELS) and classroom management self-efficacy (CMSE) with an East-Asian sample in an English teaching context (110 Korean English teachers). Surface acting correlated positively with anxiety and frustration, whereas deep acting correlated positively with enjoyment and pride and negatively with anxiety. Enjoyment and anger correlated positively and frustration negatively with CMSE. Enjoyment and frustration were mediators in the relationship between ELS and CMSE. The results suggest that deep acting is linked to experiencing positive emotions, which in turn positively relate to CMSE, whereas surface acting is linked to experiencing negative emotions, which in turn negatively relate to CMSE.

Authors

• Mikyoung Lee, University of Munich

• Reinhard Pekrun, University of Munich

• Stephen VanVlack, Sookmyung Womens U