Emotional Labor and Contributing Factors of Novice EFL Teachers in Chinese Senior High Schools

Abstract

This study investigates the status quo and influencing factors of emotional labor of novice senior high school English teachers in the Chinese EFL context, thereby filling the research gap in stage-specific and subject-specific relevant studies. A mixed-methods research design was adopted. Quantitative data were collected through 190 questionnaires (adapted to the specific characteristics of the target group), complemented by qualitative data from in-depth interviews with 5 carefully selected novice high school English teachers. The results indicate that the overall level of emotional labor among the participants is relatively high. Regarding strategies, teachers primarily adopt deep acting, while natural expression is the least frequent. Specifically, in surface acting, teachers tend to mask their true emotions, while natural expression is often manifested through venting or complaining. In deep acting, strategies such as cognitive reframing, perspective-taking, and intentional emotional regulation are dominant. Furthermore, the influencing factors are categorized into individual factors (insufficient professional competence, emotional intelligence, and low professional identity) school factors, including insufficient care, heavy workload, and inadequate training. Based on these findings, this study proposes targeted suggestions for teacher training programs, school management practices, and the professional adaptation of novice teachers, providing valuable references for future research on teacher emotional labor.