Connecting Through Emotional Labor: Implications for Teacher and Principal Preparation Programs
DOI:
https://doi.org/10.59719/txep.v10i1.93Keywords:
emotional labor, teacher preparation, principal preparation, mental healthAbstract
Emotional labor is an underexamined aspect of teaching with direct implications for both teacher and principal preparation. This qualitative phenomenological study explored how high school teachers experience and manage emotional labor in their professional roles. Data were collected through semi-structured interviews with 10 educators at a suburban high school in central Texas. Findings revealed that emotional labor is a continuous and dynamic component of teaching as teachers navigate surface acting, deep acting, and naturally felt emotions in response to classroom demands. Four themes emerged: acting styles, emotional impact, affective events, and job impact. While emotional labor contributed to meaningful relationships, it also resulted in emotional strain and challenges related to workload and recovery time. These findings demonstrate the need to prepare educators to navigate emotional load successfully. By intentionally integrating training in emotional awareness and reflective practice, both teacher and principal preparation programs can better prepare candidates for the emotional realities of practice.
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