Emotion labor in response to supervisor feedback
Is feedback a burden or a blessing
Bibliographic Data
| ID | 21332909 |
|---|---|
| Authors | Mostafa Nazari (0000-0002-1087-126X, Department of English and Communication , 494312 The Hong Kong Polytechnic University , Kowloon , Hong Kong, corresponding author), Mohammad N Karimi (0000-0001-7834-6368, Kharazmi University) |
| Year | 2024 |
| Volume | 62 |
| Issue | 3 |
| Pages | 1279-1295 |
| Publication date | 2024-09-25 |
| Open Access | No |
| Type | ARTICLE |
| Venue | IRAL - International Review of Applied Linguistics in Language Teaching (JOURNAL) |
| Journal identifiers | ISSN: 0019-042X • E-ISSN: 1613-4141 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/iral-2024-0081 |
| OpenAlex | W4393445689 |
| Language | EN |
| Citations received | 4 |
| References cited | 30 |
In recent years, research on the emotional side of language teachers’ work has grown exponentially. One progressively-developing subset of this line of inquiry concerns how institutional discourses/expectations interact with teachers’ internal feelings, which bears on how they manage their emotions in response to such an interaction and is known as emotion labor. One type of institutional expectation of concern to the present study is the feedback that institutional supervisors provided for the teachers and could be a source of emotion labor. Motivated by this consideration, this study explored 12 Iranian EFL teachers’ emotion labor in relation to supervisor feedback on their classroom instruction. The context of the study was a language school governed by mostly top-down policies, especially those of classroom observation, realized mainly through providing post-class feedback by school supervisors, with little interaction between them and the teachers. Drawing on data from interviews and narrative frames, we report on how supervisor feedback on the teachers’ classroom instruction functioned as a source of emotional tension for the teachers and how they engaged in surface- and deep-acting management of their emotions to navigate the supervisory feedback. Based on the findings, we provide implications for teacher educators and school supervisors to reconsider their post-class supervisory feedback so that teachers experience less emotional tension
Class (philosophy) · Context (archaeology) · Emotional labor · Feeling · Narrative · Pedagogy · Political science · Supervisor · Computer Science · Emotional Labor in Professions · Interpreting and Communication in Healthcare · Language, Discourse, Communication Strategies · Psychology · Social Psychology
Emotions and English Language Teaching
Expanding the Language Teacher Identity Landscape
The wellbeing of language teachers in the private sector
Transforming Practice
“Teacher, Man Mitoonam …?”
It’s Not Like That at All”
Examining how power is used in instructor feedback to preservice teachers to encourage asset-based thinking
Causes of tension in post-observation feedback in pre-service teacher training
Anatomy of a teacher–student feedback encounter
Promoting pre-service teachers' professional vision of classroom management during practical school training
Emotion regulation and psychological well-being in teacher work engagement
The role of emotion labor in English language teacher identity construction
Narrative frames for investigating the experiences of language teachers
Rescuing “emotion labor” from (and for) language teacher emotion research
Emotions as agency
Language teacher agency, emotion labor and emotional rewards in tertiary-level English language programs
An Exploration of Language Teacher Reflection, Emotion Labor, and Emotional Capital
Predators of Emotions”
Using thematic analysis in psychology
Reenvisioning Language Anxiety in the Globalized Classroom Through a Social Imaginary Lens
The Effect of Classroom Emotions, Attitudes Toward English, and Teacher Behavior on Willingness to Communicate Among English Foreign Language Learners
Emotion Work, Feeling Rules, and Social Structure
| Citations per year | 2 |
|---|---|
| Citation span | 2024 - 2025 (2) |
| Highly cited | No |