An Inquiry into Emotional Labor of Substitute Teachers in Elementary School
代理教師 ； 情緒表現 ； 情緒勞務 ； 學校經營與管理 ； substitute teachers ； expression of emotion ； emotional labor ； school administration and management
|Volume or Term/Year and Month of Publication||
27卷1期（2013 / 06 / 01）
39 - 55
This article aimed to inquiry the factors and behaviors about emotional labor of substitute teachers in elementary school, and made school staff perceive their emotional labor and helped substitute teachers adapt school culture. Interview was used in the study, as well as four female research participants who's work years were from one to four years are involved. The results indicate that factors affecting emotional labor of substitute teachers in elementary school are as follows: 1) substitute identity and marginal role of substitute teachers, or appointing tasks will be depended on administrators’ demands and the culture of organizations; 2) doubts about teaching and classroom management of substitute teachers raised by parents and students will increase their emotional labor; 3) supports of colleagues and families' can mitigate their emotional labor; 4) individual differences such as less experiences in teaching will impact their emotional labor. Based on the above results, some suggestions are provided for elementary school administration units, formal teachers, and substitute teachers.