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.

中文翻译：

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探索课堂中教师情感劳动的结构：多特征多方法分析

这项研究测试了教师在教室环境中的情感劳动是否根据所涉及的情感劳动策略的类型（真正地表达，隐藏和伪造情感），在课堂上进行的特定情感类型（例如，享受与自豪）进行了最佳概念化。 vs.焦虑），或策略类型和情感类型。对1,086名加拿大教师的调查问卷进行的多特征多方法分析表明，根据情感劳动策略的特定类型以及所执行的情感的价数，教师对情感劳动项目的响应可以最可靠地区分。研究结果在很大程度上与共同的“展示规则”相吻合，后者鼓励老师在教室里表达积极情绪并隐藏消极情绪。