The Hidden Burden: Emotional Labor and Well-being of School Teachers

Abstract

Emotional labor involves regulating emotions to meet professional expectations, often at the expense of personal well-being. Studying emotional labor in teaching is crucial due to its significant impact on educators' well-being, job satisfaction, and effectiveness. Constant emotional regulation can lead to burnout and attrition, exacerbating teacher shortages. Addressing this issue is essential for teacher retention, student success, and the sustainability of the education system. This study reviews literature from 2000 to 2024 across multiple databases, selecting 41 publications out of 182 for analysis. It explores the challenges and implications of emotional labor among school teachers. Educators frequently engage in emotional regulation to create conducive learning environments, maintain relationships with students, parents, and colleagues, and manage classroom dynamics. However, this often results in emotional exhaustion, stress, and burnout, further aggravated by inadequate institutional support and excessive workload. Additionally, this review highlights coping mechanisms adopted by teachers, including mindfulness and peer support, while emphasizing the need for organizational policies that acknowledge and mitigate the effects of emotional labor. By identifying key concerns and proposing actionable recommendations, this study aims to enhance the understanding of emotional labor in educational settings and its impact on teachers' mental health and job performance.