Exploring the Structure of Teachers' Emotional Labor in the Classroom: A Multitrait-Multimethod Analysis

Autor/inn/en	Wang, Hui; Hall, Nathan C.; Chiu, Ming Ming; Goetz, Thomas; Gogol, Katarzyna
Titel	Exploring the Structure of Teachers' Emotional Labor in the Classroom: A Multitrait-Multimethod Analysis
Quelle	In: Educational Measurement: Issues and Practice, 39 (2020) 3, S.122-134 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Hui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-1745
DOI	10.1111/emip.12353
Schlagwörter	Emotional Response; Teacher Attitudes; Positive Attitudes; Negative Attitudes; Behavior Modification; Foreign Countries; Psychological Patterns; Teacher Behavior; Canada + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Lehrerverhalten; Negative Fixierung; Behaviour modification; Verhaltensänderung; Ausland; Teacher behaviour; Kanada
Abstract	This study tests whether teachers' emotional labor in classroom settings is optimally conceptualized according to the type of emotional labor strategy involved (genuinely expressing, hiding, and faking emotions), the specific type of emotion being performed in class (e.g., enjoyment vs. pride vs. anxiety), or both strategy type and emotion type. Multitrait-multimethod analyses of 1,086 Canadian teachers' survey responses showed teachers' responses to emotional labor items to be most reliably differentiated according to both specific types of emotional labor strategies as well as the valence of the emotion being performed. Findings were largely consistent with common "display rules" encouraging expression of positive emotions and hiding of negative emotions by teachers in classroom settings. Results further showed teachers' emotional labor strategies for negative emotions to be particularly contingent on the specific discrete emotion involved, highlighting the complexity of expressing negative emotions as a behavior management strategy. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01