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Secondary Science Teachers' Emotional Labor and Teaching Practice with a Focus on Physics Teachers
New Phys.: Sae Mulli 2018; 68: 431~447
Published online April 30, 2018;
© 2018 New Physics: Sae Mulli.

Heekyong KIM*, Heejin KIM

Division of Science Education, Kangwon National University, Chuncheon 24341, Korea
Correspondence to:
Received March 6, 2018; Revised March 23, 2018; Accepted March 26, 2018.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
The purpose of this study is to investigate how the emotional labor of secondary science teachers appears in the classroom. For their purpose, we collected emotional diaries, class videos, and in-depth interviews for two physics teachers. First, the teachers had both positive and negative emotional display rules, and they thought negative emotions had to be expressed for the education goal. Second, the emotional display rule was perceived as a voluntary attempt to realize the intended purpose of the teaching. The difficulties caused by emotional labor depended on the difference between the teacher's emotional expression rules and emotional labor practice level. Third, emotional labor contributed to providing a stable learning environment for students, but became problematic when cumulative negative emotions could not be properly released. Fourth, the failure of emotional labor led to negative emotions to blame oneself. After strong emotional labor, the teachers experienced negative emotions, but they experienced positive emotions when attaining the educational goals due to emotional labor. In the case of physics lessons, the difference between emotional display rules and reality was large due to the low interest and participation of the students, so emotional labor was strong.
PACS numbers: 01.40.Ej
Keywords: Physics teacher, Emotional labor, Emotional display rules

April 2018, 68 (4)
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