Emotional Labor among Teachers: Basis for Emotional Regulation

Abstract

INTRODUCTION

The encompassing influence of a teacher to a student is so immense that when a teacher's emotions on specific situations is not managed may damage a student one way or another for life. As a hardworking professional, teachers need to manage their personal feelings and remain calm and positive at all times. A teacher's job requires them to manage their emotions or the way they express those emotions to meet organizational expectations. The researcher intends to explore emotional labor.

METHODS

Cluster Sampling Technique was utilized for this study in order to have an unbiased selection of respondents per school. One hundred sixty-eight (168) teachers from different schools divided into zones represent the sample population. The Descriptive Method of research was also used to assess and describe the degree of emotional labor of teachers (deep acting, suppression, surface acting, and emotional consonance) and their compliance to Article 4: The Teachers and the Learners of the Code of Ethics for Public School Teachers and Section 8: Duties and Responsibilities of School Personnel-Teachers (Child Protection Policy).

RESULTS

The teachers perceived themselves as fully compliant with Article IV: The Teacher and the Learners of the Code of Ethics for Public School Teachers and with the provisions of Section 8 ofDepartment of EducationOrder No. 40, s. 2012 with an overall weighted mean of 3.60. The teachers' emotional labor levels are highest in emotional consonance, followed by surface acting, followed by suppression, and, finally, deep acting. There is significant relationship between and among the degree of Emotional Labor and compliance to the Code of Ethics (Teacher and the Learners) and the Child Protection Policy (Duties and Responsibilities of Teachers).

DISCUSSIONS

Based on the results, the researcher has made a proposal to mitigate the negative consequences of Emotional Labor. A universal, developmentally-appropriate mindfulness instruction that fosters mental health and wellness must be provided. Emotion awareness and emotion management skills and to foster wholesome emotional balance must be enhanced. Attention must be strengthened. The repertoire of skills for stress management must be expanded. Students must be assisted and aided to integrate mindfulness into everyday life. Practicing mindfulness offers the opportunity to develop hardiness in the face of uncomfortable feelings that otherwise might provoke a response that could be harmful. Cognizance training can complement and strengthen other approaches that promote emotion regulation, reduce stress, and develop attention.