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EMOTION MATTERS: EXPLORING THE EMOTIONAL LABOR OF TEACHING

Levine-Brown, Elizabeth Floyd (2011) EMOTION MATTERS: EXPLORING THE EMOTIONAL LABOR OF TEACHING. Doctoral Dissertation, University of Pittsburgh.

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    Abstract

    A large empirical body of literature suggests that teachers make a difference in the lives of students both academically (Pianta & Allen, 2008) and personally (McCaffrey, Lockwood, Koretz, & Hamilton, 2003). Teachers influence students through not only their delivery of content knowledge, but also their development of optimal learning conditions and establishment of positive, pedagogical interactions in the classroom (O'Connor & McCartney, 2007). A recent line of inquiry suggests that teachers need to understand the emotional practice of their job in order to develop optimal classroom learning conditions, interact positively with students, and build authentic teacher-student relationships (Hargreaves, 1998). One approach to exploring the emotional practice of teaching involves understanding the "emotional labor" performed by teachers at work. Emotional labor is the suppression or expression of one's feelings to meet the goals of a job (Grandey, 2000). By exploring the emotional labor of teachers using a new adapted instrument, The Emotional Labor of Teaching Scale (TELTS) and sampling a large, homogenous teacher population, this study found that teaching involved emotional labor. More specifically, findings endorsed that teachers performed emotional labor on the job despite teachers not knowing the emotional display rules required in their schools. Overall, results provide implications for practice to improve how we prepare and supervise teachers.


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    Item Type: University of Pittsburgh ETD
    ETD Committee:
    ETD Committee TypeCommittee MemberEmail
    Committee ChairKerr, Mary Margaretmmkerr@pitt.edu
    Committee MemberJohnson, Carljohnson@pitt.edu
    Committee MemberTrovato, Charlene Atrovato@pitt.edu
    Committee MemberVen, Karen Vanderkvander@pitt.edu
    Title: EMOTION MATTERS: EXPLORING THE EMOTIONAL LABOR OF TEACHING
    Status: Unpublished
    Abstract: A large empirical body of literature suggests that teachers make a difference in the lives of students both academically (Pianta & Allen, 2008) and personally (McCaffrey, Lockwood, Koretz, & Hamilton, 2003). Teachers influence students through not only their delivery of content knowledge, but also their development of optimal learning conditions and establishment of positive, pedagogical interactions in the classroom (O'Connor & McCartney, 2007). A recent line of inquiry suggests that teachers need to understand the emotional practice of their job in order to develop optimal classroom learning conditions, interact positively with students, and build authentic teacher-student relationships (Hargreaves, 1998). One approach to exploring the emotional practice of teaching involves understanding the "emotional labor" performed by teachers at work. Emotional labor is the suppression or expression of one's feelings to meet the goals of a job (Grandey, 2000). By exploring the emotional labor of teachers using a new adapted instrument, The Emotional Labor of Teaching Scale (TELTS) and sampling a large, homogenous teacher population, this study found that teaching involved emotional labor. More specifically, findings endorsed that teachers performed emotional labor on the job despite teachers not knowing the emotional display rules required in their schools. Overall, results provide implications for practice to improve how we prepare and supervise teachers.
    Date: 13 May 2011
    Date Type: Completion
    Defense Date: 25 March 2011
    Approval Date: 13 May 2011
    Submission Date: 15 April 2011
    Access Restriction: No restriction; Release the ETD for access worldwide immediately.
    Patent pending: No
    Institution: University of Pittsburgh
    Thesis Type: Doctoral Dissertation
    Refereed: Yes
    Degree: PhD - Doctor of Philosophy
    URN: etd-04152011-173845
    Uncontrolled Keywords: deep acting; emotion in teaching; emotional display rules; emotional labor; emotional practice; emotional regulation; emotive work; natural emotions; surface acting; teacher emotion; teacher retention; teacher supervision; TELTS; The Emotional Labor of Teaching Scale
    Schools and Programs: School of Education > Psychology in Education
    Date Deposited: 10 Nov 2011 14:37
    Last Modified: 08 May 2012 09:23
    Other ID: http://etd.library.pitt.edu/ETD/available/etd-04152011-173845/, etd-04152011-173845

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