A Grounded Theory Study of the Rules Governing Chinese Teachers’ Emotional Labor from a Cultural Perspective

Qin Guo

doi:10.54691/qpjtew22

Authors

Qin Guo

DOI:

https://doi.org/10.54691/qpjtew22

Keywords:

Emotional Labor, Cultural Factors, Grounded Theory, Chinese Teachers.

Abstract

This study employs grounded theory to systematically review and analyze the content related to the emotional labor of Chinese teachers in policy texts and authoritative journals. A multi-level attribution model, referred to as the “Onion Model,” is developed to examine the influencing factors of teachers’ emotional labor rules. This model comprises five levels: the environmental level, the behavioral level, the ability level, the belief level, and the mission level. The study reveals the dynamic process of teachers’ emotional labor within specific cultural and policy contexts. Driven by traditional cultural values and professional missions, teachers internalize beliefs and utilize emotional regulation skills, which are ultimately externalized as specific emotional behaviors. This research challenges previous perceptions that regarded emotional labor merely as organizational discipline. It highlights the central role of cultural factors in shaping teachers’ emotional labor, enriches the theory of cross-cultural emotional labor, and offers theoretical support and practical insights for the formulation of educational policies and the professional development of teachers.

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