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The Emotional Labour of Higher Education Teachers: A Scoping Review

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Title: The Emotional Labour of Higher Education Teachers: A Scoping Review
Language: English
Authors: Érika Cinegaglia Viz Leutwiler, Elisa Maria Barbosa de Amorim-Ribeiro, Rebeca Grangeiro
Source: International Journal of Emotional Education. 2024 16(2):37-56.
Availability: Centre for Resilience and Socio-Emotional Health. Old Humanities Building (OH) Room 241, University of Malta, MSD 2080, Malta. Tel: +356-2340-3014; Web site: http://www.um.edu.mt/ijee
Peer Reviewed: Y
Page Count: 20
Publication Date: 2024
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Literature Reviews, Higher Education, Emotional Response, College Faculty, Content Analysis, Teaching Conditions
ISSN: 2073-7629
Abstract: The role of higher education teachers (HETs) encompasses a multitude of responsibilities and requires continual professional development to meet job demands. Yet, these HETs encounter challenging conditions within work environments, which can adversely impact their performance as well as their physical and mental health. Moreover, the nature of teaching involves emotional demands, as emotions are integral to the pedagogical process. Recognising the emotional dimension is critical to understanding the professional lives of university educators. There is a notable scarcity of research on emotional labour (EL) among HETs. This scoping review aims to address this gap by identifying and mapping the EL of HETs, employing a search strategy that includes articles published since 1983. Out of 923 articles initially identified, 20 met the eligibility criteria for in-depth analysis. These articles were examined with respect to affective interaction events, technical-pedagogical aspects, intrapersonal factors, emotional regulation strategies, and their impact on professionals. The findings highlight the need for more extensive research on EL among HETs, particularly quantitative studies. The study provides insights for further research in the area as well as actionable recommendations for HETs and administrators in higher education institutions (HEIs).
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1452366
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Érika+Cinegaglia+Viz+Leutwiler%22">Érika Cinegaglia Viz Leutwiler</searchLink><br /><searchLink fieldCode="AR" term="%22Elisa+Maria+Barbosa+de+Amorim-Ribeiro%22">Elisa Maria Barbosa de Amorim-Ribeiro</searchLink><br /><searchLink fieldCode="AR" term="%22Rebeca+Grangeiro%22">Rebeca Grangeiro</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Emotional+Education%22"><i>International Journal of Emotional Education</i></searchLink>. 2024 16(2):37-56.
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  Data: Centre for Resilience and Socio-Emotional Health. Old Humanities Building (OH) Room 241, University of Malta, MSD 2080, Malta. Tel: +356-2340-3014; Web site: http://www.um.edu.mt/ijee
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: The role of higher education teachers (HETs) encompasses a multitude of responsibilities and requires continual professional development to meet job demands. Yet, these HETs encounter challenging conditions within work environments, which can adversely impact their performance as well as their physical and mental health. Moreover, the nature of teaching involves emotional demands, as emotions are integral to the pedagogical process. Recognising the emotional dimension is critical to understanding the professional lives of university educators. There is a notable scarcity of research on emotional labour (EL) among HETs. This scoping review aims to address this gap by identifying and mapping the EL of HETs, employing a search strategy that includes articles published since 1983. Out of 923 articles initially identified, 20 met the eligibility criteria for in-depth analysis. These articles were examined with respect to affective interaction events, technical-pedagogical aspects, intrapersonal factors, emotional regulation strategies, and their impact on professionals. The findings highlight the need for more extensive research on EL among HETs, particularly quantitative studies. The study provides insights for further research in the area as well as actionable recommendations for HETs and administrators in higher education institutions (HEIs).
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      – SubjectFull: Higher Education
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      – SubjectFull: Emotional Response
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            NameFull: Érika Cinegaglia Viz Leutwiler
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