A large empirical body of literature suggests that teachers make a difference in the lives of students both academically (Pianta & Allen, 2008) and personally (McCaffrey, Lockwood, Koretz, & Hamilton, 2003). Teachers influence students through not only their delivery of content knowledge, but also their development of optimal learning conditions and establishment of positive, pedagogical interactions in the classroom (OConnor & McCartney, 2007). A recent line of inquiry suggests that teachers need to understand the emotional practice of their job in order to develop optimal classroom learning conditions, interact positively with students, and build authentic teacher-student relationships (Hargreaves, 1998). One approach to exploring the emotional practice of teaching involves understanding the emotional labor performed by teachers at work. Emotional labor is the suppression or expression of ones feelings to meet the goals of a job (Grandey, 2000). By exploring the emotional labor of teachers using a new adapted instrument, The Emotional Labor of Teaching Scale (TELTS) and sampling a large, homogenous teacher population, this study found that teaching involved emotional labor. More specifically, findings endorsed that teachers performed emotional labor on the job despite teachers not knowing the emotional display rules required in their schools. Overall, results provide implications for practice to improve how we prepare and supervise teachers.
| Identifer | oai:union.ndltd.org:PITT/oai:PITTETD:etd-04152011-173845 |
| Date | 13 May 2011 |
| Creators | Levine-Brown, Elizabeth Floyd |
| Contributors | Carl Johnson, Mary Margaret Kerr, Karen Vander Ven, Charlene A. Trovato |
| Publisher | University of Pittsburgh |
| Source Sets | University of Pittsburgh |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.pitt.edu/ETD/available/etd-04152011-173845/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Pittsburgh or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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