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Chinese preschool teachers’ emotional labor and regulation strategies
Limin Zhang1; Shulin Yu3; Lianjiang Jiang2,3
2020-06-01
Source PublicationTeaching and Teacher Education
ISSN0742-051X
Volume92
Abstract

Situated within a cohort of Chinese preschool teachers’ emotional experiences, this study shows that preschool teachers’ emotional labor is characterized by its long duration, high intensity, and diversity in emotional interactions. The findings also reveal three rules governing preschool teachers’ emotional labor, including being adept in emotional control, active use of emotions, and keeping smiling service. In response to these rules, preschool teachers regulate their emotions with four major strategies of disguising, restraining, self-persuading, and releasing. The paper concludes with implications on how preschool teachers’ emotion regulation can be better supported.

KeywordCharacteristics Emotional Labor Preschool Teacher Regulation Strategies
DOI10.1016/j.tate.2020.103024
URLView the original
Indexed BySSCI ; SSCI
Language英語English
WOS Research AreaEducation & Educational Research
WOS SubjectEducation & Educational Research
WOS IDWOS:000528193100002
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Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorLianjiang Jiang
Affiliation1.Guangzhou University,China
2.Jimei University,Xiamen,China
3.Faculty of Education,University of Macau,China
Corresponding Author AffilicationFaculty of Education
Recommended Citation
GB/T 7714
Limin Zhang,Shulin Yu,Lianjiang Jiang. Chinese preschool teachers’ emotional labor and regulation strategies[J]. Teaching and Teacher Education,2020,92.
APA Limin Zhang,Shulin Yu,&Lianjiang Jiang.(2020).Chinese preschool teachers’ emotional labor and regulation strategies.Teaching and Teacher Education,92.
MLA Limin Zhang,et al."Chinese preschool teachers’ emotional labor and regulation strategies".Teaching and Teacher Education 92(2020).
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