Looking after the teachers: exploring the emotional labour experienced by teachers of looked after children

  title={Looking after the teachers: exploring the emotional labour experienced by teachers of looked after children},
  author={Lisa Edwards},
  journal={Educational Psychology in Practice},
  pages={54 - 72}
  • L. Edwards
  • Published 2 January 2016
  • Psychology
  • Educational Psychology in Practice
Abstract Whilst outcomes for looked after children (LAC) have been extensively discussed, less attention has been paid to the experiences of teachers of this group of children. It is accepted that Emotional Labour (EL) is commonplace in the teaching profession but no research has investigated how, and to what extent, teachers experience emotional labour during interactions with LAC. Fourteen Key Stage Two teachers of LAC participated in the current study by completing semi-structured interviews… 
Early childhood teachers’ emotional labor: a cross-cultural qualitative study in China and Norway
ABSTRACT This qualitative study aims to understand the emotional labor of early childhood teachers between China and Norway in the perspective of cultural comparison. Altogether six teachers from
Strategies from Dramatherapy supervision to augment newly qualified secondary school teachers' experience of self-efficacy and coping strategies in their new role
This study aims to investigate if strategies from Dramatherapy supervision can augment newly qualified teachers’ (NQTs) experience of self-efficacy and coping strategies in their new role. This
Teachers’ perceptions of emotional display rules in schools: A systematic review
Abstract Display rules—norms regarding the expression of emotion in professional settings—drive teachers' internal regulation of external emotional displays, and therefore have important implications
A grounded theory study of educational psychologists' mental health casework in schools
Recent governmental policies in the UK have been focusing on the promotion of mental health in children and young people and mental health provision in school has now become a government priority
Scrutinizing EFL Teachers’ Emotions in the Indonesian Context of Bandung
This study aims to investigate the most dominant emotions experienced by EFL teachers in the Indonesian context. Two kinds of questionnaires were employed in this study. This research involved
Psychosomatic and physical responses to a multi-component stress management program among teaching professionals: A randomized study of cognitive behavioral intervention (CB) with complementary and alternative medicine (CAM) approach.
The CAM technique might serve as an alternative choice for self-administered stress management to replace the additional time needed for professional follow-up contacts and improve some physical responses such as handgrip strength and resting heart rate, which are associated with better psychosomatic health and better occupational stress management.
Researching practitioner experiences through autoethnography: Embodying social policy, exploring emotional landscapes
  • E. Henderson
  • Sociology
    Journal of Early Childhood Research
  • 2018
This article highlights autoethnography as an arts-based methodology in early years research, giving consideration to its challenges and critics as well as the power of its application to elicit


Emotional labour, burnout and job satisfaction in UK teachers: the role of workplace social support
Although teaching has been described as a profoundly emotional activity, little is known about the emotional demands faced by teachers or how this impacts on their well-being. This study examined
The Emotional Labour of Caring in Teaching.
Abstract This article is based on a collaborative action research study between one teacher and a teacher educator and provides an account of the emotional labour in enacting caring teaching in an
‘Who owns my pain?’ An aspect of the complexity of working with looked after children
Abstract This paper underlines the difficulties of working with looked after children and their carers. The author discusses a particular approach to respond to the complexity of looked after
What works in developing children's emotional and social competence and wellbeing?
This report recommends action in a range of areas, all of which were identified in the research as being necessary in implementing an effective strategy at national and local level to promote children’s emotional and social competence and wellbeing.
Longitudinal effects of emotional labour on emotional exhaustion and dedication of teachers.
To prevent emotional exhaustion of teachers, the development of interventions to promote health-beneficial emotional labor is necessary, which can be achieved by fostering deep acting, which reduces emotional exhaustion over longer periods of time.
The influence of emotional labour and emotional work on the occupational health and wellbeing of South Australian hospital nurses
Abstract Nursing is an emotionally complex occupation, requiring performance of both emotional labour (for the benefit of the organisation and professional role) and emotional work (for the benefit
Beyond demand–control: Emotional labour and symptoms of burnout in teachers
Abstract Teaching is a profession that involves a high level of emotional labour. This includes such behaviours as surface acting (displaying an emotion that is not actually felt), deep acting (the
Emotional labour and emotional exhaustion: Interpersonal and intrapersonal mechanisms
Abstract In some occupations, particularly in the service sector, dealing with patients or clients may require an employee to pretend to have emotions that they do not really have, or to actually
Educational psychologists and children in care: practices and issues
The aims of this study were to examine the extent and nature of educational psychologist (EP) work related to children in care in five local authority educational psychology services in the
Investigating self‐perceptions and resilience in Looked After Children
The perceptions of Looked After Children (LAC; n = 51), their Designated Teachers (DTs), and a sample of non‐LAC (n = 99) were elicited. LAC held more positive self‐perceptions than the non‐LAC, and