ABSTRACT Background: In common with other service-oriented occupations, teaching is a profession that requires employees to engage in emotional labour. In order to perform their day-to-day roles effectively, teachers are expected to manage and utilise their emotions in nuanced ways, with a high degree of control. As research suggests a complex relationship between emotional labour and occupational burnout, it is essential to examine this further in the context of teaching, so as to better understand the issues associated with teacher burnout. Purpose: This paper aims to explore the literature on emotional labour and burnout, using the lens of sociological research to examine how multiple contexts shape people’s experiences in occupations. We present a theoretical discussion on how expectations for emotion displays and management, alongside structural factors, may shape the experiences of teachers. Sources of evidence: We reviewed literature on emotional labour and burnout to examine this relationship within the context of contemporary constraints, including educational policies, accountability and emergent interpersonal dynamics in the everyday lives of school teachers. We focussed mainly on the United States public school system and used search terms including emotional labour, emotion work, emotion management and feeling rules. An inductive analytic strategy was used to identify common themes in the literature. Findings and Conclusion: The thematic analysis of literature suggested that the intertwining of structural- and interactional-level expectations for emotional labour fosters close yet complicated relationships with teacher burnout. In bringing attention to these relationships, we offer suggestions as to the directions education researchers and administrators might take to better comprehend and address teacher burnout.

中文翻译：

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情绪劳动、教学和倦怠：调查复杂的关系

摘要背景：与其他服务型职业一样，教师是一种需要员工进行情感劳动的职业。为了有效地履行他们的日常角色，教师应该以细致入微的方式管理和利用他们的情绪，并具有高度的控制力。由于研究表明情绪劳动与职业倦怠之间存在复杂的关系，因此有必要在教学背景下进一步研究这一点，以便更好地理解与教师倦怠相关的问题。目的：本文旨在探索有关情绪劳动和倦怠的文献，利用社会学研究的视角来研究多重背景如何塑造人们的休闲体验。我们对情绪的期望如何表现和管理进行了理论讨论，除了结构性因素外，还可能影响教师的体验。证据来源：我们回顾了有关情绪劳动和倦怠的文献，以在当代限制的背景下研究这种关系，包括学校教师日常生活中的教育政策、问责制和新兴的人际关系。我们主要关注美国公立学校系统，使用的搜索词包括情绪劳动、情绪工作、情绪管理和情绪规则。归纳分析策略用于确定文献中的共同主题。结果和结论：文献的主题分析表明，对情绪劳动的结构和互动水平期望的交织与教师倦怠形成了密切而复杂的关系。