Topic
Emotional labor
About: Emotional labor is a research topic. Over the lifetime, 3948 publications have been published within this topic receiving 112110 citations. The topic is also known as: emotional labour.
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07 May 2013
79 citations
TL;DR: In this article, the effect of personality, emotional intelligence (EI), affectivity, emotional labor and emotional exhaustion on counterproductive work behavior (CWB) of frontline employees in the government sector was studied.
79 citations
TL;DR: The relatively new concepts of emotional labor and emotional intelligence are explored, and leadership strategies that draw from these elements are reviewed.
Abstract: Explore the relatively new concepts of emotional labor and emotional intelligence, and review leadership strategies that draw from these elements.
79 citations
TL;DR: This article examined the complex emotional work of English language teaching in Singapore secondary schools and revealed the emotional burdens, tensions, and challenges associated with the teaching of English, largely attributed to the subject's value-laden content, the stresses of grading student essays, the performance pressures of high-stakes testing, and the need for culturally responsive pedagogies.
79 citations
TL;DR: In this article, a predictive model explores how teachers' communication behaviors, including teacher immediacy, clarity, and communication competence, potentially influence students' perceptions of emotional experiences in a class, and in turn, how specific feelings of enjoyment, pride, and hope are possibly affected.
Abstract: Although scholars from various fields now argue that emotion is a critical resource for individuals as they learn and make sense of information, the topic is only just emerging as a sustained area of emphasis for instructional communication scholars. Using a sample of 752 students from three universities, we tested a predictive model exploring how teachers' communication behaviors, including teacher immediacy, clarity, and communication competence, potentially influence students' perceptions of emotional experiences in a class, and in turn, how specific feelings of enjoyment, pride, and hope are possibly affected. Results indicated strong support for the model, thereby implying that the theoretical explanation offered by emotional response theory should be expanded to include both the processes and discrete emotions explored in the study. Findings are discussed as they relate to theoretical and practical implications for scholars seeking to better understand the dynamic interplay of emotions in the classroom.
79 citations