The Effect of Airline Cabin Crew's Display Rules on the Surface Acting of Emotional Labor: Moderating Effects of Resilience

2021 ◽  
Vol 33 (4) ◽  
pp. 411-428
Author(s):  
Hye-Ree Myung
Keyword(s):  
Emotional Labor ◽  
Display Rules ◽  
Moderating Effects ◽  
Surface Acting

Feeling and Acting like a Teacher: Reconceptualizing Teachers’ Emotional Labor

2020 ◽  
Vol 122 (5) ◽  
pp. 1-36
Author(s):  
Christy Galletta Horner ◽  
Elizabeth Levine Brown ◽  
Swati Mehta ◽  
Christina L. Scanlon
Keyword(s):  
Emotional Labor ◽  
Teacher Educators ◽  
Research Question ◽  
Well Being ◽  
Service Industries ◽  
Full Time ◽  
Display Rules ◽  
Surface Acting ◽  
K 12 ◽  
Feeling Rules

Background/Context Empirical research indicates that teachers across ages and academic contexts regularly engage in emotional labor, and this emotional labor contributes to their job satisfaction, teaching effectiveness, burnout, and emotional well-being both within and outside the classroom. However, because the initial research on emotional labor was situated in the service industries (e.g., restaurants, call centers, airlines), researchers have suggested that the emotional labor framework as it applies to teaching only provides a partial picture of teachers’ deeper and more complex emotional practice. Purpose/Objective/Research Question/Focus of Study This study aims to determine whether and how teachers’ descriptions of their own emotional practice map onto existing emotional labor constructs (emotional display rules, and deep and surface acting) and how the framework may be adapted to better support teachers’ implementation of emotional labor. Setting Participants worked in five charter schools within the same school district but in different areas of a mid-Atlantic metropolitan city. This district identifies itself as serving 4,000 students from “underserved communities” across 13 locations. Population/Participants/Subjects Full-time K–12 educators (N = 68) who worked across academic subjects (e.g., math, science, language arts) or special subjects (e.g., music, art) participated. Research Design The current study is qualitative; we employed adapted grounded theory. Data Collection and Analysis We conducted individual face-to-face semistructured interviews with participants; audio recordings were transcribed verbatim. We developed a codebook through a collaborative and iterative process, and we achieved high interrater reliability before using Dedoose to code the full corpus of data. Findings/Results There were two key findings: (1) teachers perceived feeling rules in addition to display rules, and (2) teachers described an emotional acting strategy in which they modulated the expressions of their authentic emotions, which we call modulated acting, in addition to surface and deep acting. Conclusions/Recommendations Including teachers’ perceptions of feeling rules and use of modulated acting in emotional labor research has the potential to enhance our understanding of how emotional labor relates to outcomes that are important for both teachers and their students. In addition, we urge teacher educators to include emotional labor in their curricula. Though further research is needed to build a strong literature base on ways in which teachers’ emotional labor may connect to their own and their students’ outcomes, the emotional labor constructs already have the potential to be useful for both preservice and practicing teachers.

scholarly journals Emotional labor strategy and job satisfaction: A Chinese perspective

2013 ◽  
Vol 41 (6) ◽  
pp. 933-938 ◽  
Author(s):  
Xuan Jiang ◽  
Zhou Jiang ◽  
Dong Soo Park
Keyword(s):  
Job Satisfaction ◽  
Emotional Labor ◽  
Job Characteristics ◽  
Moderating Effects ◽  
Surface Acting ◽  
Deep Acting ◽  
Chinese Perspective ◽  
The Relationship

We examined the relationship between emotional labor strategy (ELS) and job satisfaction (JS), and the moderating effects of job characteristics on this relationship, based on data collected from 291 supermarket employees. Results showed that the 2 types of ELS, surface acting and deep acting, were negatively and positively related to JS, respectively. In general, job characteristics were found to moderate the relationship between ELS and JS.

Pathways to Working Alliances: Special Educators’ Emotional Labor and Relationships with Students with Emotional and Behavioral Disorders

2019 ◽  
Vol 121 (7) ◽  
pp. 1-24 ◽  
Author(s):  
Michael Valenti ◽  
Elizabeth Levine Brown ◽  
Christy Galletta Horner ◽  
Duhita Mahatmya ◽  
Jason Colditz
Keyword(s):  
Special Education ◽  
Behavioral Disorders ◽  
Emotional Labor ◽  
Display Rules ◽  
Surface Acting ◽  
Working Alliances ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Emotional Display

Background/Context Research has also shown that educators who are more socially and emotionally competent are more likely to create nurturing relationships and high-quality classroom environments that result in more academic success for students. Despite the importance of teacher-student relationships on student outcomes, limited research has investigated factors that contribute to development of these relationships, particularly for special education teachers (SETs) working with students with emotional/behavioral disorders (EBDs). Focus of Study This study explores educators’ emotions in the classroom through emotional labor theory, a framework for understanding how employees engage in the deliberate suppression or expression of emotions to achieve an organization's goals. We empirically investigate the potential connections between SETs’ perceptions of their administrators’ expectations about emotional displays, SETs’ emotional acting strategies, and teacher-student relationships. Setting This study was conducted within three schools in Western Pennsylvania serving students with EBDs in self-contained classrooms. Participants Participants included SETs (N = 61) serving K–12 students who have been identified as having EBDs. SET demographics were as follows: 75% female, average age 32 (range 23–51), and 97% Caucasian. Participants averaged 4.62 years of teaching experience with the study site. Research Design All SETs reported on their perceptions of emotional labor and their working alliances with each of their students in the fall semester. Students were nested within teachers, so we used multilevel path analyses to estimate mediational effects of emotional display rules and emotional acting on the teacher-student working alliance. Results The results of this study suggest important connections between SETs’ perceptions of emotional display rules, their use of emotional acting strategies, and their working alliances with students with EBDs. Specifically, SETs’ reported perceptions of negative display rules affected how they engaged in surface acting when interacting with students. SETs’ ratings of surface acting were associated with their working alliance tasks scores. Conclusions/Recommendations These findings confirm recent research showing that educators engage in emotional acting and that some dimensions of this acting contribute to their relationships with students. Our findings may also suggest that surface acting is an acceptable emotional acting strategy that supports SETs’ relationships with students. Because the emotional labor research in special education has yet to extrapolate on what display rules lead to the emotional acting strategies that the organization desires, how we make these rules more explicit could help teachers establish more sensibility regarding this area of their job.

scholarly journals Parenting with a smile: Display rules, regulatory effort, and parental burnout

2021 ◽  
pp. 026540752110191
Author(s):  
Gao-Xian Lin ◽  
Logan Hansotte ◽  
Dorota Szczygieł ◽  
Loes Meeussen ◽  
Isabelle Roskam ◽  
...  
Keyword(s):  
Emotional Labor ◽  
Positive Emotion ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Positive Parenting ◽  
Display Rules ◽  
Surface Acting ◽  
External Pressures ◽  
Emotional Display ◽  
And Control

Positive parenting prescriptions prevailing in Western countries encourage parents to regulate their emotions and, more specifically, to show more positive emotion to their children and control negative emotions while parenting. The beneficial effect of this practice on child development has been much documented, but its possible costs for parents have been much less researched. The current study borrowed the well-known emotional labor framework from organizational psychology to examine this issue. We sought to answer five questions in particular: (1) Do parents perceive display rules? (i.e., do they feel pressured to up-regulate positive emotions and down-regulate negative emotions while parenting?) (2) Do parents make regulatory efforts to comply with these rules? (3) Is this costly? (4) Is it possible that these regulatory efforts are associated with higher risk of parental burnout? (5) Are there strategies that render this effort less costly? We investigated these questions in a sample of 347 parents. The results revealed that parents perceive emotional display rules, which were associated with more regulatory efforts and then a higher vulnerability to parental burnout. How parents meet display rules also matters, in that regulating emotions superficially (i.e., surface acting) is more detrimental than regulating genuinely (i.e., deep acting). Overall, these results support the translation of the emotional labor framework to the parenting context, which helps us understand how external pressures on parents may increase parental burnout.

scholarly journals Parenting with a smile: Display rules, regulatory effort, and parental burnout

2020 ◽  
Author(s):  
Gao-Xian Lin ◽  
Logan Hansotte ◽  
Dorota Szczygieł ◽  
Loes Meeussen ◽  
isabelle roskam ◽  
...  
Keyword(s):  
Emotional Labor ◽  
Positive Emotion ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Positive Parenting ◽  
Display Rules ◽  
Surface Acting ◽  
External Pressures ◽  
Emotional Display ◽  
And Control

Positive parenting prescriptions prevailing in Western countries encourage parents to regulate their emotions and, more specifically, to show more positive emotion to their children and control negative emotions while parenting. The beneficial effect of this practice on child development has been much documented, but its possible costs for parents are currently unknown. The current study borrowed the well-known emotional labor framework from organizational psychology to examine this issue. We sought to answer five questions in particular: (1) Do parents perceive display rules? (i.e., do they feel pressured to up-regulate positive emotions and down-regulate negative emotions while parenting?) (2) Do parents make regulatory efforts to comply with these rules? (3) Is this costly? (4) Is it possible that this regulatory effort increases the risk of parental burnout? (5) Are there strategies that render this effort less costly? We investigated these questions in a sample of 347 parents. The results revealed that parents perceive emotional display rules, which bring about a regulatory effort and, in turn, increase vulnerability to parental burnout. How parents meet display rules also matters, in that regulating emotions superficially (surface acting, i.e., putting on a mask) is more detrimental than regulating genuinely (deep acting, i.e., changing one’s emotion). Overall, these results confirm the potential of the emotional labor framework, which helps us understand how external pressures on parents increase parental burnout.

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