The emotional labor of physical education teachers in ‘difficult contexts’: an inductive analysis of the most significant moments of their career

IF 2.9 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Physical Education and Sport Pedagogy Pub Date : 2023-05-30 DOI:10.1080/17408989.2023.2219269
Oriane Petiot, Jérôme Visioli, Gilles Kermarrec
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Abstract

ABSTRACT

Introduction

Originally, the concept of emotional labor comes from the sociological work of Hochschild (1983. The Managed Heart: Commercialization of Human Feeling. Berkeley: The University of California Press). In recent decades, it has also been defined in approaches of a more psychological nature within a variety of professional contexts. However, the emotional labor of teachers has been the subject of only a limited number of studies, especially in Physical Education (PE). It is essential to better understand the forms and inducers of teachers' emotional labor in this context. PE in ‘difficult' teaching contexts particularly can test teachers' emotions. This article aims to analyze the forms and inducers of PE teachers' emotional labor in ‘difficult’ contexts, during the most significant moments of their career, according to an inductive situated psychological approach.

Method

61 PE teachers working in ‘difficult’ French classrooms agreed to participate in this research. Using the critical incident method, we asked these teachers to tell us about the most significant moments of their career in this context. The 203 critical incidents collected were inductively analyzed, according to a ‘grounded theory’ approach, in five stages. Processing data in this way allowed us to identify the forms and inducers of the teachers’ emotional labor in each critical incident collected.

Results

Four forms of emotional labor were identified through the analysis. Two of them refer to an active position (n = 116; 57.1%): ‘To master the negative emotions generated by an unpleasant situation’ and ‘To master the positive emotions generated by a pleasant situation’. The remaining two categories relate to a passive position (n = 87; 42.9%): ‘To feel and express the positive emotions generated by a pleasant situation’ and ‘To feel and express the positive emotions emerging from an unpleasant situation’. The inducers of the teachers’ emotional labor were mostly negative (n = 106; 44.9%) and can be divided into six categories (including that of ‘Student violence against the teacher’). Conversely, three categories of positive inducers were also identified (n = 130; 55.1%), especially that of the ‘Quality of human relations within the school’. The relationship between the forms and inducers of the teachers’ emotional labor revealed that the active forms emerged from negative inducers and that the passive forms were related to positive inducers.

Discussion and conclusions

The emotional labor of PE teachers in ‘difficult’ contexts mainly consists in mastering negative emotions in situations that are sometimes very risky. These situations are mostly linked to student violence, social difficulties, and disruption. However, our results also highlight the fact that PE teaching in ‘difficult’ contexts should not be viewed solely as negative. Teachers also experience significant positive emotions, which refer to the passive forms of emotional labor. These positive emotions are moreover intense since the teachers have previously experienced difficulties in this context. They are mainly linked to the quality of human relations within these schools.

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“困难情境”下体育教师的情绪劳动:对其职业生涯最重要时刻的归纳分析
情绪劳动的概念最初来源于Hochschild(1983)的社会学研究。被管理的心:人类情感的商业化。伯克利:加州大学出版社)。近几十年来,在各种专业背景下,它也被定义为更具心理学性质的方法。然而,关于教师情绪劳动的研究一直是有限的,特别是在体育教育中。在此背景下,有必要更好地了解教师情绪劳动的表现形式和诱发因素。在“困难”的教学环境中进行体育运动尤其能考验教师的情绪。本文旨在运用归纳情境心理学的方法,分析体育教师在职业生涯最重要的“困难”情境下情绪劳动的表现形式和诱发因素。方法61名在“困难”的法国教室工作的体育教师同意参与这项研究。使用关键事件法,我们要求这些教师告诉我们在这种背景下他们职业生涯中最重要的时刻。根据“扎根理论”的方法,将收集到的203个关键事件分为五个阶段进行归纳分析。通过这种方式处理数据,我们可以识别每个收集到的关键事件中教师情绪劳动的形式和诱因。结果通过分析,确定了情绪劳动的四种形式。其中2个为主动位置(n = 116;57.1%):“掌握不愉快情况下产生的消极情绪”和“掌握愉快情况下产生的积极情绪”。其余两类涉及被动位置(n = 87;42.9%):“感受并表达在愉快情境中产生的积极情绪”和“感受并表达在不愉快情境中产生的积极情绪”。教师情绪劳动的诱导因素多为负向(n = 106;44.9%),可分为六类(包括“学生对老师的暴力行为”)。相反,还确定了三类正向诱导剂(n = 130;55.1%),尤其是“学校内部人际关系的质量”。教师情绪劳动的形式与诱因的关系表明,消极诱因产生主动形式,积极诱因产生被动形式。讨论与结论体育教师在“困难”情境下的情绪劳动主要包括在有时非常危险的情境中控制负面情绪。这些情况大多与学生暴力、社会困难和混乱有关。然而,我们的研究结果也强调了这样一个事实,即在“困难”的环境中进行体育教学不应该仅仅被视为消极的。教师也体验到显著的积极情绪,这是指情绪劳动的被动形式。这些积极情绪更加强烈,因为教师以前在这种情况下经历过困难。它们主要与这些学校内人际关系的质量有关。
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来源期刊
Physical Education and Sport Pedagogy
Physical Education and Sport Pedagogy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.30
自引率
11.10%
发文量
40
期刊介绍: Physical Education and Sport Pedagogy is the official research journal of the Association for Physical Education (AfPE). The journal provides a forum for high quality educational research intended to have a high impact on both policy and practice for a national and international readership. Physical Education and Sport Pedagogy publishes research that reports educational practices in all appropriate contexts including, but not limited to, school physical education, club sport, and active leisure programs. The journal considers papers that discuss a broad range of physical activities, including aquatics, dance, exercise, gymnastics, outdoor and adventure activities, meditative and martial arts and sport. Pedagogy in these contexts refers to the interacting and interdependent components of knowledge and curriculum, learners and learning, and teachers/coaches, teaching/coaching and teacher/coach education. The journal particularly welcomes papers that consider the interactions of each of these components and their practice in specific contexts.
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