Teachers' emotional labour: the joys, demands, and constraints

This study surveyed 171 Australian teachers to explore their emotional labour. We aimed to understand the emotional labour that teachers invested in the job and the strategies they might use to manage emotions in the workplace. We used survey research design collecting both quantitative and qualitative data simultaneously. Quantitative data highlighted teachers' emotional investments and support strategies, while qualitative data identified key themes: Emotional Expression (emotional regulation and value) and Impacting Factors (personal, external, environmental, and organisational). The findings revealed that teachers experience a broad spectrum of emotions, ranging from joy and fulfilment to stress, frustration, and burnout while navigating the dynamic educational landscape. Teachers felt more emotional harmony during teaching activities but experienced negative emotions when facing competing demands and time constraints. They used various strategies to manage their emotional labour, including short-term coping mechanisms like surface acting and suppression. Support networks fostering a sense of community were particularly beneficial. The study's implications suggest the need for supportive work environments, staff collaborations, and the adoption of emotional regulation strategies. These measures are essential for improving job satisfaction, retention, and the sustainability of the teaching profession.