The Generation Logic and Theoretical Implications of Occupational Stress Among International Chinese Language Teachers from the Perspective of Emotional Labor Theory
Abstract
language teachers. Findings reveal that such stress originates from a dual emotional burden in cross-cultural teaching: fulfilling core emotional duties while compensating for cultural gaps through emotional labor. Stress generation follows a triple implicit logic: institutional and
cultural pressures trigger conflicts between surface and deep acting; suppression of authentic feelings and accumulated invisible labor cause
self-alienation; systemic neglect of emotional value intensifies role fragmentation and cultural identity anxiety. Dual-path mitigation strategies
are proposed: teachers should enhance emotional competence and professional resource reserves; institutions should build emotional support
ecosystems, implement institutionalized value recognition, establish teachers central role in emotional governance, and achieve technicalemotional governance synergy.
Keywords
Full Text:
PDFReferences
[1] Hochschild A R. The Sociology of Feeling and Emotion: Selected Possibilities[J]. Sociological Inquiry, 1975, 45(23).
[2] Hochschild A R. The Managed Heart: Commer-cialization of Human Feeling[M]. Berkeley: University of California Press, 1983.
[3] Yin Hongbiao. General Pathways in Educational Empirical Research: A Case Study of Teachers Emotional Labor[J]. Journal of East
China Normal University (Educational Science Edition), 2017, 35(3).
[4] Zhou Jun, Jiang Fangrui. A Review of Research on Teachers Emotional Labor: A Knowledge Map Analysis Based on CiteSpace(2000
2023)[J]. Journal of Heilongjiang Teacher Development College, 2024, 43(09): 710.
[5] Cui Xiliang. The Core and Foundation of the Three Teachings Issue in International Chinese Language Education [J]. World Chinese
Language Teaching, 2010, 24(01): 73-81.
[6] Hardt M, Negri A. Empire[M]. Cambridge, Mass.: Harvard University Press, 2000.
[7] Meerabeau L, Page S.Getting the Job Done: Emotion Management and Cardiopulmonary Resuscitation in Nursing[M]//Bendelow G,
Williams S J. Emotions in Social Life. London, UK: Routledge, 1997.
[8] Sutton R E, Wheatley K F. Teachers Emotions and Teaching: A Review of the Literature and Directions for Future Research[J]. Educational Psychology Review, 2003, 15(4).
[9] Kosar R, Ahmed T, Naqvi S M M R. Impact of emotional labor strategies on employee burnout mediating role of emotional dissonance
and moderating role of workplace social support[J]. International scientific conference on economic and social development, 2016(15).
[10] Zhang Chi. research on the resignation behavior of female social workers from the perspective of emotional labor[D]. Qingdao University of Science and Technology, 2023.
[11] Mao Jinping, Mo Tuoyu. A Study on the Relationship between Psychological Capital, Emotional Labor Strategies, and Work Burnout
among Primary and Secondary School Teachers [J]. Research on Teacher Education, 2014, 26(05): 22-28+35.
DOI: http://dx.doi.org/10.70711/neet.v3i7.7227
Refbacks
- There are currently no refbacks.
