Emotional Labor in ELT: A Systematic Review of Pre-Service Teachers’ Emotional Responses During Teaching Internships
Abstrak
This study presents a systematic literature review analyzing the emotional experiences of pre-service teachers during their internship teaching practices in English Language Teaching (ELT). The concept of emotional labor is explored, focusing on how individuals manage their emotions to align with professional and societal expectations. The study identifies primary emotional responses, coping strategies, and their implications on teaching effectiveness, professional identity, and emotional well-being. A structured review protocol was followed, including specific inclusion and exclusion criteria, data extraction, and synthesis. The findings highlight the complex emotional dynamics pre-service teachers navigate, encompassing both positive and negative emotions influenced by various personal, organizational, and contextual factors. The review emphasizes the importance of supportive mentorship, constructive feedback, and a collaborative teaching environment in aiding pre-service teachers to manage emotional labor effectively.
Artikel teks lengkap
Referensi
Baig, M. I., & Yadegaridehkordi, E. (2023). Flipped classroom in higher education: a systematic literature review and research challenges. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00430-5
Benesch, S. (2017). Emotions and English Language Teaching. Exploring Teachers’ Emotion Labor.
Benesch, S. (2018). Emotions as agency: Feeling rules, emotion labor, and English language teachers’ decision-making. System, 79, 60–69. https://doi.org/10.1016/j.system.2018.03.015
Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member Checking: A Tool to Enhance Trustworthiness or Merely a Nod to Validation? Qualitative Health Research, 26(13), 1802–1811. https://doi.org/10.1177/1049732316654870
Butler, A., Hall, H., & Copnell, B. (2016). A Guide to Writing a Qualitative Systematic Review Protocol to Enhance Evidence-Based Practice in Nursing and Health Care. Worldviews on Evidence-Based Nursing, 13(3), 241–249. https://doi.org/10.1111/wvn.12134
Can, D. T. (2018). Foreign Language Teaching Anxiety Among Pre-Service Teachers During Teaching Practicum. 5.
Deng, L., Zhu, G., Li, G., Xu, Z., Rutter, A., & Rivera, H. (2018). Student Teachers’ Emotions, Dilemmas, and Professional Identity Formation Amid the Teaching Practicums. Asia-Pacific Education Researcher, 27(6), 441–453. https://doi.org/10.1007/s40299-018-0404-3
Dewaele, J.-M., & Wu, A. (2021). Predicting the Emotional Labor strategies of Chinese. 103.
Diefendorff, J. M., Croyle, M. H., & Gosserand, R. H. (2005). The dimensionality and antecedents of emotional labor strategies. Journal of Vocational Behavior, 66(2), 339–357. https://doi.org/10.1016/j.jvb.2004.02.001
Grandey, A. A. (2003). When the show must go on: Surface acting and deep. Academy of Management Journal, 46(1), 86–96.
Gray, B. (2010). Emotional labour, gender and professional stereotypes of emotional and physical contact, and personal perspectives on the emotional labour of nursing. Journal of Gender Studies, 19(4), 349–360. https://doi.org/10.1080/09589236.2010.514207
Hagenauer, G., Raufelder, D., Ivanova, M., & Bach, A. (2024). The quality of social relationships with students , mentor teachers and fellow student teachers and their role in the development of student teachers ’ emotions in the practicum. European Journal of Psychology of Education, 39(4), 4067–4089. https://doi.org/10.1007/s10212-024-00847-0
Hagenauer, G., Raufelder, D., Ivanova, M., Bach, A., & Ittner, D. (2024). The quality of social relationships with students, mentor teachers and fellow student teachers and their role in the development of student teachers’ emotions in the practicum. European Journal of Psychology of Education, 39(4), 4067–4089. https://doi.org/10.1007/s10212-024-00847-0
Han, J., Yin, H., & Wang, J. (2020). Examining the Relationships Between Job Characteristics, Emotional Regulation and University Teachers’ Well-Being: The Mediation of Emotional Regulation. Frontiers in Psychology, 11(August), 1–10. https://doi.org/10.3389/fpsyg.2020.01727
Hoschchild A. (1983). The Managed Heart: Commercialization of human feeling: In The managed heart.
Humphries, S. (2020). “Please teach me how to teach”: The emotional impact of educational change,” in The emotional rollercoaster of language teaching, eds C. Gkonou, J.-M. Dewaele, and J. King (Bristol: Multilingual Matters). In International Journal of Bilingual Education and Bilingualism (Vol. 25, Issue 9). https://doi.org/10.1080/13670050.2021.1874285
Imamyartha, D., Cahyono, B. Y., & Khotimah, K. (2023). the Portraits of Indonesian Pre-Service English Teachers’ Emotional Geographies and Coping Strategies. Teflin Journal, 34(1), 60–78. https://doi.org/10.15639/teflinjournal.v34i1/60-78
Ji, Y., Oubibi, M., Chen, S., Yin, Y., & Zhou, Y. (2022). Pre-service teachers’ emotional experience: Characteristics, dynamics and sources amid the teaching practicum. Frontiers in Psychology, 13(September), 1–15. https://doi.org/10.3389/fpsyg.2022.968513
Karslı, V., & Yağız, O. (2022). Examination of the Pre-service Teachers’ Experiences and Perceptions on Teaching Practices: English Language Teaching Case. Arab World English Journal, 13(2), 73–90. https://doi.org/10.24093/awej/vol13no2.6
Khoiriyah, Utami Widiati, Cahyono, B. Y., & SriRachmajanti. (2024). Delving into EFL Pre-Service Teachers’ Emotional Experiences: Professional Identity Construction in Online Teaching Practice Programs. 11(May 2024), 1–23.
Kitchenham, B., & Charters, S. M. (2007). Guidelines for performing systematic literature reviews in software engineering. Technical Report, Ver. 2.3 EBSE Technical Report. EBSE, January 2007, 1–57.
Kitchenham, B., Pretorius, R., Budgen, D., Brereton, O. P., Turner, M., Niazi, M., & Linkman, S. (2010). Systematic literature reviews in software engineering-A tertiary study. Information and Software Technology, 52(8), 792–805. https://doi.org/10.1016/j.infsof.2010.03.006
Li, M., & Wang, Z. (2016). Emotional labour strategies as mediators of the relationship between public service motivation and job satisfaction in Chinese teachers. International Journal of Psychology, 51(3), 177–184. https://doi.org/10.1002/ijop.12114
Merç, A. (2011). Sources of Foreign Language Student Teacher Anxiety : A Qualitative Inquiry. 2(October), 80–94.
Miller, E. R., & Gkonou, C. (2018). Language teacher agency, emotion labor and emotional rewards in tertiary-level English language programs. System, 79, 49–59. https://doi.org/10.1016/j.system.2018.03.002
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Journal of Clinical Epidemiology, 62(10), 1006–1012. https://doi.org/10.1016/j.jclinepi.2009.06.005
Novitasari, K., & Murtafi’ah, B. (2022). EFL Pre-service Teacher’s Teaching Anxiety and the Coping Strategies during Teaching Practicum. Journal of English Education and Teaching, 6(3), 310–326. https://doi.org/10.33369/jeet.6.3.310-326
Orlova, N., & Kamenická, J. (2024). Emotional Odyssey: a Journey Through Efl Pre-Service Teachers’ Practicum Experiences. Journal of Education Culture and Society, 15(2), 301–321. https://doi.org/10.15503/jecs2024.2.301.321
Sawbridge, Y., & Hewison, A. (2013). Thinking about the emotional labour of nursing - supporting nurses to care. Journal of Health, Organisation and Management, 27(1), 127–133. https://doi.org/10.1108/14777261311311834
Truta, C. (2014). Emotional Labor and Motivation in Teachers. Procedia - Social and Behavioral Sciences, 127, 791–795. https://doi.org/10.1016/j.sbspro.2014.03.356
Tsang, K. K., & Kwong, T. L. (2016). Emotional experience of caam2 in teaching: Power and interpretation of teachers’ work. Frontiers in Psychology, 7(SEP), 1–11. https://doi.org/10.3389/fpsyg.2016.01400
Ulya, R. A., & Srisudarso, M. (2023). Female EFL Pre-service Teacher’s Emotional Geography in Teaching Practicum during Limited Face to Face Learning. Journal of Education For Sustainable Innovation, 1(1), 31–38. https://doi.org/10.56916/jesi.v1i1.486
Wedell, M. (2017). Teacher Education Planning Handbook. In British Council (Issues 5–6).
Witjaksana, M., & Daulay, S. H. (2025). An Investigation of BBC Learning English for Listening Tasks in a Computerized Academic. Tell : Teaching of English Language and Literature Journal, 13(1), 13–25.
Xie, S., Wu, D., & Li, H. (2022). The Relationship between Chinese Teachers’ Emotional Labor, Teaching Efficacy, and Young Children’s Social-Emotional Development and Learning. Sustainability (Switzerland), 14(4). https://doi.org/10.3390/su14042205
Xie, X. (2022). The emotional rollercoaster of language teaching. In International Journal of Bilingual Education and Bilingualism (Vol. 25, Issue 6). https://doi.org/10.1080/13670050.2021.1874285
Yang, H. (2019). The nexus between pre-service teachers’ emotional experience and cognition during professional experience. Australian Educational Researcher, 46(5), 799–825. https://doi.org/10.1007/s13384-019-00320-8
Yin, H. biao, Lee, J. C. K., Zhang, Z. hua, & Jin, Y. le. (2013). Exploring the relationship among teachers’ emotional intelligence, emotional labor strategies and teaching satisfaction. Teaching and Teacher Education, 35, 137–145. https://doi.org/10.1016/j.tate.2013.06.006
Yin, H., Huang, S., & Lee, J. C. K. (2017). Choose your strategy wisely: Examining the relationships between emotional labor in teaching and teacher efficacy in Hong Kong primary schools. Teaching and Teacher Education, 66, 127–136. https://doi.org/10.1016/j.tate.2017.04.006
Zembylas, M. (2007). Emotional capital and education: Theoretical insights from Bourdieu. British Journal of Educational Studies, 55(4), 443–463. https://doi.org/10.1111/j.1467-8527.2007.00390.x
Zheng, X., Yin, H., & Wang, M. (2018). Leading with teachers’ emotional labour: relationships between leadership practices, emotional labour strategies and efficacy in China. Teachers and Teaching: Theory and Practice, 24(8), 965–979. https://doi.org/10.1080/13540602.2018.1508432
Zhu, G. (2017). Chinese student teachers’ perspectives on becoming a teacher in the practicum: emotional and ethical dimensions of identity shaping. Journal of Education for Teaching, 43(4), 491–495. https://doi.org/10.1080/02607476.2017.1341162
Zhu, X., Tian, G., Yin, H., & He, W. (2021). Is Familism a Motivator or Stressor? Relationships Between Confucian Familism, Emotional Labor, Work-Family Conflict, and Emotional Exhaustion Among Chinese Teachers. Frontiers in Psychology, 12(December). https://doi.org/10.3389/fpsyg.2021.766047
Penulis
Hak Cipta (c) 2025 Risty Dwi Paresi, Azwar Abbas
Artikel ini berlisensi Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published workÂ