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Article: Chinese preschool teachers’ emotional labor and regulation strategies

TitleChinese preschool teachers’ emotional labor and regulation strategies
Authors
KeywordsPreschool teacher
Characteristics
Emotional labor
Regulation strategies
Issue Date2020
Citation
Teaching and Teacher Education, 2020, v. 92, article no. 103024 How to Cite?
AbstractSituated within a cohort of Chinese preschool teachers’ emotional experiences, this study shows that preschool teachers’ emotional labor is characterized by its long duration, high intensity, and diversity in emotional interactions. The findings also reveal three rules governing preschool teachers’ emotional labor, including being adept in emotional control, active use of emotions, and keeping smiling service. In response to these rules, preschool teachers regulate their emotions with four major strategies of disguising, restraining, self-persuading, and releasing. The paper concludes with implications on how preschool teachers’ emotion regulation can be better supported.
Persistent Identifierhttp://hdl.handle.net/10722/303655
ISSN
2023 Impact Factor: 4.0
2023 SCImago Journal Rankings: 1.663
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorZhang, Limin-
dc.contributor.authorYu, Shulin-
dc.contributor.authorJiang, Lianjiang-
dc.date.accessioned2021-09-15T08:25:45Z-
dc.date.available2021-09-15T08:25:45Z-
dc.date.issued2020-
dc.identifier.citationTeaching and Teacher Education, 2020, v. 92, article no. 103024-
dc.identifier.issn0742-051X-
dc.identifier.urihttp://hdl.handle.net/10722/303655-
dc.description.abstractSituated within a cohort of Chinese preschool teachers’ emotional experiences, this study shows that preschool teachers’ emotional labor is characterized by its long duration, high intensity, and diversity in emotional interactions. The findings also reveal three rules governing preschool teachers’ emotional labor, including being adept in emotional control, active use of emotions, and keeping smiling service. In response to these rules, preschool teachers regulate their emotions with four major strategies of disguising, restraining, self-persuading, and releasing. The paper concludes with implications on how preschool teachers’ emotion regulation can be better supported.-
dc.languageeng-
dc.relation.ispartofTeaching and Teacher Education-
dc.subjectPreschool teacher-
dc.subjectCharacteristics-
dc.subjectEmotional labor-
dc.subjectRegulation strategies-
dc.titleChinese preschool teachers’ emotional labor and regulation strategies-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.tate.2020.103024-
dc.identifier.scopuseid_2-s2.0-85081695645-
dc.identifier.volume92-
dc.identifier.spagearticle no. 103024-
dc.identifier.epagearticle no. 103024-
dc.identifier.isiWOS:000528193100002-

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