Feeling and Acting in Teaching Classrooms: A Mixed-method Analysis of EFL Teachers’ Emotional Labour Strategies and their Discrete Emotions

Feeling and Acting in Teaching Classrooms: A Mixed-method Analysis of EFL Teachers’ Emotional Labour Strategies and their Discrete Emotions | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Feeling and Acting in Teaching Classrooms: A Mixed-method Analysis of EFL Teachers’ Emotional Labour Strategies and their Discrete Emotions Alireza Afshar Mameghani, Mohammad Hossein Yousefi, Hassan Asadollahfam, and 1 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-3927905/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Research points to the important role emotion labour strategies play in workplace and academic performance, yet few studies have examined emotion labour strategies and discrete emotions in non-Western contexts in the field of ELT. The current study extends this research base by examining EFL teachers’ emotion labor strategies and the relationship with discrete emotions of two types of EFL teachers. To this end, a sample of 120 EFL teachers teaching in different schools in Tabriz, Iran was selected from both secondary and high schools. The instruments used in this study were two questionnaires and a semi-structured interview. The results of ANOVA and regression analysis demonstrated that there was a significant positive correlation between two groups of EFL teachers’ discrete emotions and emotional labor strategies scores. Moreover, the findings indicated that between the two components of the emotional labor strategies, the secondary school teachers’ only surface acting and the high school teachers’ surface acting and deep acting components. The results of semi-structured interview from ten EFL teachers approved the results obtained from the quantitative data and showed the importance of emotions in teaching contexts. The pedagogical implications are discussed. Deep acting Emotional labor strategies High school teachers Secondary school teachers Surface acting 1. Introduction The positive psychological states of teachers are increasingly recognized as playing a critical role not only in their professional practices and turnover intentions but also in the learning engagement and achievement of their students (Bao et al., 2021; Burić & Frenzel, 2020; El Kalai et al., 2022; Mailool et al., 2020). Recent years have witnessed a rising body of studies exploring various constructs of positive psychology as applied to teachers, such as emotional labor (Bao et al., 2022), emotional exhaustion (e.g., Keller et al., 2014 ), discrete emotions (Lee et al., 2017), as well as the interactions among these psychological constructs (Wang, 2018). On the ground that teaching has been regarded as an emotionally challenging occupation worldwide, studies in this vein have inspired scholarly discussion0s about the various factors that enhance teachers’ positive psychological states. In other words, teachers often face different situations in classrooms where they undergo positive/ negative emotions (Schutz & Zembylas’s, 2009). . According to the most researchers, emotions are difficult to be understood empirically and they are the connection between a person and his environment (Scherer & Moors, 2019 ). to say differently, emotions are external-physiological reactions displayed in action inclinations and facial or gestural expressions merged into personal experiences. .Teacher emotions as an umbrella term can be categorized into different fields, from among them, emotional labor can be mentioned (Wang et al. 2021). Emotional labor was originally defined by Hochschild ( 1983 ) as “the management of feeling to create a publicly observable facial and bodily display” (p. 7) and is commonly used to describe how individuals modify their emotional expressions from their truly experienced emotions for communicative purposes. In fact, emotional labor is the management and control of feelings through facial, vocal or gestural expressions. According to Hochschild ( 1983 ), there are strategies related to emotional labor such as surface acting (SA) and deep acting (DA). The former referred to when individuals externally expressed an emotion (e.g., physical behavioral, facial response) that differed from their experienced emotions without modifying their internal feelings, as evidenced by amplifying, faking, or suppressing an emotion (Côté et al. 2013). In contrast, the latter referred to internalizing the desired emotion such that the emotions expressed are more consistent with felt emotions. Emerging empirical evidence indicates that besides emotional labor, discrete emotions are associated with teaching practices and professional experiences of instructors (Lee & Van Vlack, 2018 ). Emotion researchers have tended to aggregate discrete emotions (e.g., happiness, anger, fear, sadness, surprise, pride, shame and guilt) into two valenced dimensions; that is, positive and negative (Stets 2010). For example, the valence of happiness is positive whereas the valence of fear and anger is negative (Turner 2002). This practice can be problematic because different processes drive each emotion, leading to different outcomes, and the capacity to tease out these differences is diminished (Gooty et al., 2009). Calls for future research to examine discrete emotions and how they vary over time (e.g., Gooty et al. 2009) has led to challenges in identifying, measuring and even distinguishing between emotion labels (Pekrun & Schutz, 2011). There is a paucity of research on discrete emotions, so this research is “quite necessary” (Gooty et al. 2009, p. 835) to help understand better the production of emotions in social contexts, particularly in science classrooms. Previous studies, however, have been largely quantitative, the statistical results of which were seldom supplemented by qualitative data. Wang et al. (2021) regarded the dominant use of closed-ended questionnaires as a limitation of research on positive psychology in language learning and teaching, and called for more qualitative evidence. A recent qualitative study by Bao et al. (2022) has moved the inquiry forward by detailing how a Chinese language teacher's emotional labor, which shifted from surface acting to the expression of naturally felt emotions, brought her emotional rewards and a sense of well-being. The rich findings from Bao et al. (2022) have motivated the present study to further ascertain the contribution of emotional labor to teacher discrete emotions by using both quantitative and qualitative methods. In addition, relative to the overwhelming attention given to teachers teaching upper-grade students or undergraduates (Burić & Frenzel, 2020; Zhang & Zhu, 2008), studies focusing on both secondary and high school EFL teachers' emotional experiences are still rare. It appeals to the intuition that daily interactions with young teenagers particularly involve teachers' emotional labor, which can have substantial consequences in terms of teachers’ discrete emotions. This study, which targeted junior high school teachers who teach English as a foreign language (EFL), is among the few that draw on both quantitative and qualitative data to explore the relationship between teachers’ emotional labor and their discrete emotions. It aims to contribute implications for fostering positive psychological states among English teachers at the secondary and high school levels and sustaining their long-term development. Regarding these issues, the present study aimed at investigating the correlation between EFL teachers' ELS and its two categories that are surface acting (SA) and deep acting (DA) with their DE in both high schools and secondary schools. To this end, the following research questions were formulated: RQ1 Are there any significant relationship between Iranian secondary-school and high- school teachers’ ELS and DE? RQ2 Do the emotional labor strategies (i.e., surface action and deep action) have the significant contribution to the secondary school and high school teachers’ discrete emotions? RQ3 What are the attitudes of Iranian secondary-school and high- school teachers towards ELS and DE? 2. Review of literature Teachers’ Emotional Labor Strategies Recent trends in language education research have brought renewed attention to the presence and role of emotions in the lives of teachers and learners (Benesch & Prior, 2023 ). Emotions are the connection between a person and his or her environment and play the role of arbitrating between incidents and social contexts and the person’s reactions. In the educational contexts, teacher emotions can be conceptualized as matching this broad definition of estimative reactions, including different physical and psychological contexts that are specifically indicated in social contexts teachers experience in their career (Frenzal et al., 2021 ). As Frenzel stated, to carry out a wide range of task, teachers need to communicate with students, parents, and colleagues, which needs to get classrooms to perform smoothly, students to participate in the class, parents to be supportive, and coworkers to be indulged. From this point of view, we agree with Schutz et al., (2006), who viewed teachers’ emotions which is constructed socially, and he defined it as authorized modes of being coming from aware or unaware senses. Although emotion or affect has long been an object of interest in the cognate fields of language education, applied linguistics, second language acquisition (SLA), and second-language (L2) studies, the unprecedented growth of emotion scholarship over the past two decades attests to “an increased consciousness of emotional life and a willingness to fully engage with emotion as an object and topic in its own right, not just as a ‘curious’ epiphenomenon” (Prior, 2019, p. 518). Alongside longstanding topics such as anxiety, reticence , and motivation , more recent concepts, including emotion regulation, emotional intelligence, emotional literacy , and emotion(al) labor , have become entrenched in our academic discourse, and the theoretical and pragmatic contributions of their various programs continue to shape our research and publications. Although early emotion scholarship primarily focused on students' or learners' emotions, a significant development in recent years is the increased attention to teachers' emotions (e.g., Hu et al., 2023 ; Nazari et al., 2023 ; O’Connor, 2008 ; Zembylas & Schutz, 2016) and the implications for pedagogical practice, training, professional identity, career satisfaction, and personal well-being. With this increased focus on the affective dimensions of teachers' educational practices and professional trajectories, one concept that has risen to particular prominence is emotion labor, which as the research showed the interest in the topic of teachers’ emotion labor is on a steep upward trend (Wu & Wei, 2022). As originally developed by sociologist Arlie Hochschild ( 1983 ), emotion labor refers to the work carried out by employees to bring their feelings in line with those required and rewarded by their profession or workplace, driven by “feeling rules.” Besides, Scherer et al. (2020) defined emotional labor as an individual controlling their own emotions and applying language and physical movement to purposefully make customers perceive care, security, and a pleasant mood. It has now been extensively used to examine the nature of work in teaching and other professions (Yin & Lee, 2012). Wang (2020) highlighted two ways in which employers including English teachers act. Surface acting involves expressing one’s emotions with facial expressions, hand gestures, and tone, while deep acting aims to achieve the emotional performance requested by the organization. It is believed that teachers need more support, identification, time, space, and resources to engage in emotional labor (Hochschild, 2012). The administrators of schools can support teachers and provide positive emotional energy through informal organizations. Similarly, managers in profit-making institutions can provide emotional support through awards and praise, benign competitions, the assignment of challenging work, and the arrangement of assistance and training (Wood et al., 2008). Researchers, in studies of education, have done lots of investigation and studies about the features of teachers’ ELS in schools. Selvarajan et al. (2013) observed positive correlations between kindergarten teachers’ emotional labor loads and well-being, where the higher the emotional labor load, the higher the well-being. Mesmer-Magnus et al. (2011) analysed the relationship between emotional labor and well-being and determined notably positive correlations between deep acting and well-being. Also, they have already investigated the dimensions, nature, and outcomes of teachers’ ELS (Wang et al., 2019). Recent related research indicates that Iranian teachers’ emotional behavior impacts on learners’ communicative competence (Pishghadam & Ebrahimi, 2020 ), understand incentive (Pishghadam et al., 2021 a), inclination to attend classes (e.g. Pishghadam et al., 2021 b), and felt emotions in the classrooms (e.g. Derakhshan et al., 2021 ). According to Yin (2016), despite the beneficial aspects and outcomes of these studies to the academic progress of emotional labor of teachers, especially their ELS, need much more comprehensive studies. In addition, some researchers (e.g., Wang et al., 2019; Yin, 2012) have suggested additional studies to analyze teachers’ ELS. Teachers’ Discrete Emotions Teachers are faced with lots of emotions in classrooms. Investigating teacher emotions is invaluable for teachers’ own lives as well as for improving instructional quality in educational contexts (Frenzel et al. 2009 ). Among the various discrete emotions that teachers are confronted with in numerous classroom situations, enjoyment, pride, anger, anxiety, and frustration are among the most frequently experienced by teachers (Frenzel et al., 2009 ; Taxer & Frenzel, 2015; Trigwell, 2009). These emotions may also affect the class instructions and learning. Teachers might experience enjoyment when their instructional goals are achieved, pride when students successfully complete important tasks, anger when their goals are interrupted by students’ misbehaviour, anxiety when they are uncertain if they are doing a good job or their competence is challenged, and frustration when students are not able to comprehend certain concepts. Managing these experienced emotions is an integral part of a teacher’s job (Hargreaves, 1998 ), and it is important for teachers to use appropriate strategies to manage these emotions (Hargreaves, 2000 ). There are some studies in the field of discrete emotions, for instance, Taxer and Frenzel (2015) examined which discrete emotions teachers report genuinely expressing, hiding, and faking most often and found that hiding and faking emotions are related to emotional exhaustion and physical health. However, researchers have still not explicated which specific emotion regulation strategies are the most effective for teachers to adopt in the classroom. Regarding teachers’ emotions, although researchers have done lots of studies and focused more on emotional labor of teachers besides their experiences of emotions (Pekrun & Linnenbrink - Garcia, 2014), there is not enough research supplying experimental relationships between teachers’ ELS and their DE except three studies which are partially related to our research such as (Keller, et al., 2014 ; Lee et al., 2014 & 2017). These past researches resulted in two conclusions 1) teachers’ ELS and DE are main factors for emotionally exhaustion (e.g., Keller et al., 2014 ), 2) various ELS revealed unlike relationships with DE (e.g., Lee et al., 2017). Thus, it is beneficial exploring the connection between teachers’ ELS and their DE more deeply and efficiently. Despite related studies about ELS of teachers and their DE in different countries (Wang, 2018 in Canada; Lee &Vlack, 2017 in Germany; Han, Yin, Yang & Wang, 2021 in China; Li & Lui, 2021 in China; Lee, 2019 in US), studies about Iranian teachers’ ELS and DE are limited, just few research generally attempting to differentiate teachers’ ELS into particular types (e.g., SA vs. DA ) like Heydarnejad et al ( 2017 ) and Ghanizade and Royaei (2015), without finding their relations in different levels of schools among English teachers. So, in the current research, we attempt to explore the connection between ELT teachers' ELS and their DE in both high schools and secondary schools in Iranian Context, and compare the similarities and differences between these two levels of schools using a mixed-method study. Moreover, lots of studies (Sutton et al., 2009; Sutton, 2004) about teachers’ emotional experiences have been carried out qualitatively. There have been just a few quantitative research in this field (Keller et al., 2014 ; Lee et al., 2017; Lee et al., 2014). So, our study was an attempt to investigate teachers’ DE as well as their ELS, including SA and DA, in the English teaching context in Iran both qualitatively and quantitatively using mixed-method design. The classroom management issue (via emotional labor strategies), in English classes, could be more critical compared to other subjects due to the high concern and significance of English in Iranian society. Moreover, when teachers use English language instead of the first language of students may result in the absence of comprehending among the students with less proficiency of English language. It could make problems and create challenges for English teachers in class management. Against these gaps, this study tries to conceptualize Iranian high and secondary-school EFL teachers’ ELS and DE applying a mixed-method research method. We hope the findings will be beneficial to fill gaps of research and help us learn Iranian EFL teachers’ usage of ELS and DE in these two grades of school. Regarding these issues, the present study aimed at investigating the correlation between EFL teachers' ELS and their DE in both high schools and secondary schools. Besides, the study aimed to explore EFL teachers’ attitudes towards the role of ELS and DE in real practices at the classrooms. 3. Methodology The design of the current study is mixed-method in nature and it tried to find out the relationship between EFL teachers’ ELS and DE in two school settings (secondary school and high school) using questionnaires and interviews. Data were gathered from the participants based on the convenient non-random sampling. 3.1 Participants Participants of this research were a total number of 120 EFL teachers teaching in different schools in Tabriz, Iran. They consisted of 60 secondary school teachers and 60 high school. All teachers were chosen from the age range of 30 to 40 and the mean for age was 31.4. They were both males (N = 69; 37 from secondary school and 32 from high school) and females (N = 51; 29 from secondary school and 22 from high school) and they all had MA degree of English language teaching. The participants were chosen from among the teachers who had about 10 to 15 years of teaching experience. The participants were chosen based on convenience sampling method. The teachers were given a brief e-mail clarifying the total purpose of the research. We assured them of the trustworthiness of their answers. Teachers then answered the questionnaire voluntarily that assess their usage of ELS and DE, and sent it back through e-mail or social media. Furthermore, a sample of 10 EFL teachers (5 from secondary schools and 5 from high schools) were invited to take part in the interview sessions. The teachers had teaching experience more than 10 years and they were both males (N = 6) and females (N = 4). 3.2 Instruments To collect the data, two questionnaires were used in this research. The first instrument was Scale of ELS ( Diefendorff et al., 2005) used to test teachers’ usage of SA and DA. The initial SA scale consisted of nine items: Five items were adapted from Grandey’s ( 2003 ) SA scale, two items were adapted from Kruml and Geddes’ (2000) emotive dissonance scale, and two items were developed for the present investigation. Emotive dissonance is the extent to which a person’s feelings are different from his or her displays and was described by Kruml and Geddes as being conceptually similar to SA. Participants rated each item using a 5-point Likert scale (5 D “Strongly Agree”; 1 D “Strongly Disagree”). The internal consistency reliability was reported to be .92. For the Deep Acting, the initial scale included three items adapted from Grandey’s ( 2003 ) DA scale and four items adapted from Kruml and Geddes’ (2000) emotive effort scale. Emotive effort is the effort involved in displaying appropriate emotions and was described by Kruml and Geddes as being similar to DA. Participants rated each item using a 5-point Likert scale (5 D “Strongly Agree”; 1 D “Strongly Disagree”). The internal consistency reliability was .85. Besides, a questionnaire postulated by Burić et al., (2017) in emotions was used for exploring teachers’ discrete emotions. Based on the content of the items that loaded on each of them, the authors initially labelled the five factors in the following manner: joy (comprising 5 items), pride (comprising 6 items), anger (comprising 7 items), hopelessness (comprising 7 items), and fatigue (comprising 9 items). The reliability of the scale reported to be .87. The final data gathering tool was a semi-structured interview that was used as the instrument for the qualitative phase of the study. Having reviewed the related literature on both DE and ELS in general and the integration of two concepts in particular, the researcher tried to develop interview questions to elicit the required data for the purpose of this study. In terms of the questions of the interview, it is worth noting that the questions were asked indirectly and revolved around DE and ELS. The interviews were recorded and transcribed by the researcher. For estimating credibility of the interview questions, the researcher presented the information gathered from the interviewees and asked them to pay attention to each question and the answers were given by themselves to see whether there is any problem with or differences in the answers. The participants approved the accuracy of the data and so the credibility of the interview was approved. For the aim of dependability, 20% of the results of the interview were re-checked by two of the researcher’s colleagues who were familiar with the data analysis section and the results of the inter-rater reliability was reported to be .95. 3.3 Procedures Prior to administering the instrument, all of the ethical points for participating in this research were explained to the respondents by e-mails or social media. It was emphasized that their participation is quite voluntary, and there is no obligation to take part. The respondents were insured that their answers will remain private and confidential; in this regard, there was no necessity for the participants to say their names, but it was necessary to write their demographic information including whether they are secondary or high school teachers. The significance and importance of the study was elaborated to the respondents to make them feel influential in contributing to the body of knowledge and in fact encourage them to take part in the interview sessions. So, the results would turn to be more reliable and valid. Also, all of the respondents’ questions were answered patiently, one by one, if there was any. Data were collected face-to face and online meetings. After receiving teachers’ agreement to participate in the study, an e-mail including a copy of two questionnaires exploring teachers’ ELS and their DE were given to participants. The teachers were asked to take their time and response to the items in each of the questionnaire carefully. In order to avoid carelessness and negligence, enough time was given to the respondents for answering each item of the questionnaires and asking for clarification in the case of vagueness. In the case of time shortage or upon respondents’ interest, they were free to choose online meetings through Skype or Google Meet. Then, to analyze the teachers’ answers in two different grades of secondary and high schools, they were chosen and divided into two groups consisting of teachers teaching in secondary school and teachers teaching in high school. Finally, the participants were asked to send back the questionnaires with their answers, and later they all were analyzed through ANOVA, correlational statistics, and regression analysis. For the sake of accurate transcription and in-depth analysis, the interview was recorded for further analysis and presentation. The interviewees provided their responses in Farsi, which were translated into English and presented as part of the study's qualitative data. In semi-structured interview, the criteria for stopping the interview in the present study were both saturation and ensuring that the point of view of each and every teacher on the mentioned concepts was collected. Around two months were devoted to the data gathering and interview sessions and after the various online and face to face interview sessions, the results of the interviews analyzed qualitatively. The method of analysis chosen for the interview section was a qualitative approach of thematic analysis, and it was reported in the form of themes and sub-themes as well as the extracts for the semi-structured interview. “Thematic analysis is a method for identifying, analyzing, and reporting patterns (themes) within data” (Braun & Clarke, 2006, p. 79). Thematic analysis includes familiarization with data, generating initial codes, searching for themes among codes, reviewing themes, defining and naming themes, and producing the final report (Braun & Clarke, 2006). After this process, the researcher analyzed the transcripts looking for the brief trends and patterns. The researcher also switched between reading the codes line by line and tried to process the data in an attempt to identify meaningful qualitative units for analysis. As the next step and based on their themes, they were classified. As stated, the credibility and dependability of the interviews were reported. 4. Results The first research question dealt with the significant relationship between Iranian secondary school and high school teachers’ emotional labor strategies and discrete emotions. To answer this research question, the researcher employed Pearson product moment correlation which requires two main assumptions: The data should enjoy normality distribution and should meet linearity. To ensure the assumptions, the researcher used scatter plots. The results indicated that there is no straight line between Iranian secondary school teachers’ discrete emotions and emotional labor strategies scores. Therefore, the linearity assumption was violated. Besides, it was revealed that there is not a straight line between Iranian high school teachers’ discrete emotions and emotional labor strategies. Therefore, the linearity assumption was violated. However, to make sure that there was no significant relationship between Iranian secondary school and high school teachers’ discrete emotions and emotional labor strategies scores, the researcher employed the non-parametric test of Spearman rank-order correlation (Rho) instead of a parametric test of the Pearson Product Moment correlation since the assumption of linearity was violated. Table 1 shows the results of the Spearman Rho. Table 1 Spearman-Rank Order Correlation (Rho) for Iranian Secondary School and High School Teachers’ Discrete Emotions and Emotional Labor Strategies Scores Groups of Schools Teachers' Discrete Emotions Teachers' Labour Emotions Secondary School Teachers Spearman's rho Teachers' Discrete Emotions Correlation Coefficient 1 .215 Sig. (2-tailed) . .012 N 60 60 Teachers' Labour Emotions Correlation Coefficient .215 1 Sig. (2-tailed) .012 . N 60 60 High School Teachers Spearman's rho Teachers' Discrete Emotions Correlation Coefficient 1 .138 Sig. (2-tailed) . .004 N 60 60 Teachers' Labour Emotions Correlation Coefficient .138 1 Sig. (2-tailed) .004 . N 60 60 As Table 1 demonstrates, there was a significant positive correlation (r = .215, p = .012) between Iranian secondary school teachers’ discrete emotions and emotional labor strategies scores. Moreover, there was a significant positive and small correlation (r = .138, p = .004) between Iranian high school teachers’ discrete emotions and emotional labor strategies scores. Thus, the answer to the first research question was affirmative based on the results of above table as well as the mean differences. It was shown that the mean and standard deviation of the secondary school teachers’ surface acting emotional scores were M = 8.62 and SD = 2.45 and those of high school teachers’ surface acting emotional scores were (M = 12.42, and SD = 2.71), but the mean and standard deviation of the secondary school teachers’ deep acting emotional scores were M = 13.13, and SD = 2.77, and those of high school teachers’ deep acting emotional scores were (M = 19.82, and SD = 2.67). As it is clearly shown, the mean score of the secondary and high school teachers’ deep acting emotional labor strategies was higher than the mean score of those of secondary and high school teachers’ surface acting emotional labor strategies. Moreover, the mean score of the secondary school teachers was 44.23 with the standard deviation of 7.60 was different from the mean score of the high school teachers’ scores, 69.12 with the standard deviation of 9.81. In other words, the mean score of high school EFL teachers’ discrete emotions was higher than secondary school EFL teachers’ discrete emotions. The focus of the second research question was on exploring the extent to which the variance in the dependent variable (discrete emotions) is explained by the secondary and high school teachers’ emotional labor strategies components, so a Model Summary statistics was run (Table 2 ). Table 2 Model Summary Statistics for Emotional Labour Strategies Components as Predictors of Iranian Secondary School and High school Teachers’ Discrete Emotions Groups of Schools Model R R Square Adjusted R Square Std. Error of the Estimate Secondary School Teachers 1 .298 b .089 .057 7.38329 High School Teachers 1 .399 b .159 .130 9.14977 a. There are no valid cases in one or more split files. Statistics cannot be computed. b. Predictors: (Constant), Deep Acting Emotions, Surface Acting Emotions c. Dependent Variable: Teachers' Discrete Emotions The findings represented in Table 2 revealed that the model containing the emotional labor strategies components can predict 29.8% and 39.9 ( \({R}^{2}\) =.298 & .399) of the Iranian secondary school and high school teachers’ discrete emotions. In other words, 29.8% and 39.9% of the variance in discrete emotions can be explained by considering the emotional labour strategies components. On the other hand, to determine the statistically significant prediction of the Iranian secondary school and high school teachers’ discrete emotions by taking emotional labor strategies components into account, the researcher used ANOVA table of regression. Table 3 demonstrates the results of ANOVA table of regression. Table 3 The ANOVA Table of Regression for Emotional Labor Strategies Components as Predictors of the Iranian Secondary School and High School Teachers’ Discrete Emotions Groups of Schools Model Sum of Squares df Mean Square F Sig. Secondary School Teachers 1 Regression 303.496 2 151.748 2.784 .000 c Residual 3107.238 57 54.513 Total 3410.733 59 High School Teachers 1 Regression 904.245 2 452.123 5.401 .007 c Residual 4771.938 57 83.718 Total 5676.183 59 a. There are no valid cases in one or more split files. Statistics cannot be computed. b. Dependent Variable: Teachers' Discrete Emotions c. Predictors: (Constant), Deep Acting Emotions, Surface Acting Emotions Based on the results of Table 3 , the p-values of (.000 & .007) and the magnitudes of F-value (2.784 & 5.401) revealed the statistically significant predictive power of emotional labor strategies components for secondary school and high school teachers’ discrete emotions. However, Coefficient regression table was used to see which components of the emotional labor strategies significantly predict the Iranian secondary school and high school teachers’ discrete emotions. Table 4 indicates the results of this test. Table 4 The Coefficient Regression for Emotional Labor Strategies Components as Predictors of Iranian Secondary School and High School Teachers’ Discrete Emotions Groups of Schools Model Unstandardized Coefficients Standardized Coefficients t Sig. 95.0% Confidence Interval for B Correlations Collinearity Statistics B Std. Error Beta Lower Bound Upper Bound Zero-order Partial Part Tolerance VIF Secondary School Teachers 1 (Constant) 53.638 5.730 9.361 .000 42.164 65.111 Surface Acting Emotions − .908 .395 − .293 -2.298 .025 -1.700 − .117 − .279 − .291 − .290 .982 1.018 Deep Acting Emotions .293 .350 .107 .837 .406 − .408 .995 .068 .110 .106 .982 1.018 High School Teachers 1 (Constant) 38.399 10.014 3.835 .000 18.347 58.452 Surface Acting Emotions 1.408 .441 .098 3.190 .002 .524 2.292 .394 .389 .387 .992 1.008 Deep Acting Emotions .226 .448 .389 .505 .000 − .671 1.123 .096 .067 .061 .992 1.008 a. There are no valid cases in one or more split files. Statistics cannot be computed. b. Dependent Variable: Teachers' Discrete Emotions As is illustrated by Table 4 , in the standardized Beta coefficients column, the largest Beta coefficients value of .389 was for high school teachers’ deep acting emotions. It means that the high school teachers’ deep acting emotions made the strongest contribution to explaining the discrete emotions, when the variance explained by all other variables in the model was controlled for. Likewise, among the two components of the emotional labour strategies, the secondary school teachers’ only surface acting and the high school teachers’ surface acting and deep acting components made significant contributions to explaining teachers’ discrete emotions since the p-values of the secondary school teachers’ surface acting (B = − .293, P = .025) and high school teachers’ surface acting (B = .098, P = .002) and deep acting emotions (B = .389, p = .000) were lower than .05. The magnitudes of tolerance and VIF values indicated that the interaction between secondary school and high school teachers’ emotional labor strategies and their discrete emotions leads to collinearity. Therefore, the multicollinearity assumption was not violated. Therefore, the answer to the second research question was affirmative. Finally, the last research question was an attempt to explore the attitudes of Iranian secondary-school and high- school teachers towards ELS and DE. Based on the results of the quantitative section regarding significant relationship between Iranian secondary and high school EFL teachers’ discrete emotions and emotion regulation strategies in English courses, thematic analysis was used. The first question aimed to explore the point of views of teachers about the mentioned concepts to extract major recurrent themes supplied by teachers regarding emotion regulation strategies applied by them, hence, each respondent’s interview was coded. Descriptive codes were applied to describe their experiences and different sections of the transcriptions were tagged. The interview transcripts were carefully scrutinized for strategies adopted by the participants to regulate their emotions. After studying the whole dataset, the researcher looked for connections between these codes and explored the similarities and differences and themes emerged. Throughout these stages the researcher consulted experts and the available literature on emotion regulation strategies in order to avoid any possible biases. How frequently teachers described using each emotion regulation strategy can be seen in Table 5 . Table 5 EFL Teachers’ Emotion Regulation Strategies High school teachers Secondary school teachers Emotion regulation strategy Frequency/ percent Frequency/ percent Teaching Context modification 4 80% 3 60% Attentional deployment 3 60% 4 80% Reappraisal Strategies 1 20% 3 60% Reactive strategies 2 40% 2 40% Mask 1 20% 1 20% Overall, teachers most commonly described regulating their emotions through teaching context modification strategy, followed by attentional deployment. The analysis showed that high school EFL teachers were more oriented towards using teaching context modification strategy and secondary EFL teachers were inclined towards attentional deployment strategies. Teaching context modification was the most frequently used strategy among high school EFL teachers and the second frequently used strategy among secondary school EFL teachers. They implemented a series of techniques to make some small adjustments to the teaching context to improve the emotional atmosphere of the classroom. They said that they regulated their emotion through using interesting games, changing the topic and giving a different activity, introducing new teaching method. Similarly, both of teachers’ groups used masking with low frequency and rate in their classes (20%). As teachers claimed masking was often employed to conceal a negative emotion experienced because of a misbehaving student and express a positive emotion either to the offending student or to the class as a whole. The following excerpts are some examples of using this strategy. Extract 1 (high school teacher, 11 years of teaching experience): I try to ignore the negative things or conditions, for example whenever I am angry, that lead to make difficulty in teaching by asking some questions to change the atmosphere of the class. By giving a topic and asking students to share their ideas. Doing some activities to attract students' attention like games in accordance with their level also change class atmosphere. Extract 2 (secondary school teacher, 10 years of teaching experience): For example, as a teacher, whenever I feel enjoyment in the class, I try out a new teaching method because I think it works, and consequently the students get motivated and learn the new material well. The reverse also is correct. I sometimes get sad or angry in the class because of the students’ behavior, but I try to change my emotions by asking the students to change the topic and start to play a game related to the teaching subject. Extract 3 (high school teacher, 13 years of teaching experience): If I see my students are tired and it makes me anxious, I change the topic to refresh my students’ mind. Once I gave a different activity to my students to make them participate in the class activities and assignment. Another strategy frequently used by the participants in preparation for emotionally charged interactions with the students was to focus their attention in a way that would allow them to effectively stop any negative emotions from being sparked. Teachers responded to the majority of student misbehavior with an attentional deployment approach. Ignoring students’ misconduct was the most often employed tactic in this category. By employing this tactic, they were able to get pupils' attention away from the disruptive student and towards the well-behaved ones. The following excerpts indicate instances of attentional deployment strategy used by teachers. Extract 4 (high school teacher, 10 years of teaching experience): I frequently try to tally the number of students who participate in the class discussion, but if a student persists in ignoring the class material and instead uses their phone or do not pay attention to the presenter, I will stop doing that. Extract 5 (secondary school teacher, 14 years of teaching experience): Instead of reacting emotionally on the spot, I usually choose to ignore the misbehavior of those children who are low in number in the classroom. The other related question of the interview was on exploring the attitudes of EFL teachers on the expression or suppression of discrete emotions and whether they influence the dynamics of emotional labour in an English classroom. All of the teachers reported on the existence of relationship between DE and ELS and they mentioned to factors such as Classroom Atmosphere, Teacher-Student Relationship, Emotional Regulation, Emotional Contagion, and Conflict Resolution, which play the roles. Following are some extracts for some of the factors. Extract 6 (high school teacher, 14 years of teaching experience): As I experienced, the expression of positive emotions like enthusiasm can create a positive and engaging classroom atmosphere. I faced some situations that I experienced demotivation. In such times, the suppression of positive emotions may lead to a lacklustre environment, affecting students' engagement levels and vice versa. Years ago, I had a student who consistently disrupted the class by talking loudly and not following instructions. As a teacher, I felt anger due to the disruption caused. To manage this emotion, I tried to employ emotional labor strategies such as deep breathing exercises to calm myself down, using positive self-talk to remind myself of my role as a teacher, and maintaining a composed demeanor while addressing the disruptive behaviour. Extract 7 (secondary school teacher, 12 years of teaching experience): In my opinion, the expression of empathy, understanding, and patience by the teacher when students experience frustration or difficulties can foster a supportive teacher-student relationship. This can encourage students to seek help when needed and feel comfortable expressing their concerns. On the other hand, if negative emotions like anger or frustration are suppressed by the teacher, it may create an intimidating or unwelcoming environment for students. Extract 8 (high school teacher, 15 years of teaching experience): Teachers who effectively manage their own emotions and model healthy emotional regulation techniques can positively influence students' emotional well-being. In my idea, by demonstrating how to handle challenging situations with composure and resilience, teachers can teach valuable life skills beyond language learning. For example, as a teacher, I felt frustrated with a student's lack of progress, so, I employed emotional labor strategies such as remaining patient and providing additional support. Overall, these examples illustrate how discrete emotions can impact the teaching experience and how emotional labour strategies can be employed to manage those emotions effectively while ensuring a positive learning environment for students studying English. 5. Discussion The main objective of the current study was to explore the existence of any significant relationship between EFL teachers’ ELS and their DE in two different academic settings that is secondary and high school in Iran. Furthermore, the study tried to deeply look at the classroom context and explore the attitudes of the teachers towards two concepts and the instances of emotions teachers experienced and strategies they used in reaction to different behaviours. In comparison to most previous studies which examine the strategies teachers use to manage their emotions (Cheung et al., 2011 ; Hülsheger et al., 2011; Philipp & Schüpbach, 2010 ), the present study attempts to investigate how teachers’ specific ELS are related to their DE. In this research, generally, we found that there a main difference between secondary/high school EFL teachers’ ELS and their DE. As it is clearly shown that the secondary/high school teachers’ DA was stronger and more than the secondary/high- school teachers’ SA. It is hypothesized that among Iranian ELF teachers (in both secondary/high school) tend to modify their inner emotions while teaching to manage the classrooms. Also, there was an important positive and small correlation between Iranian secondary school teachers’ DE and ELS. Moreover, there was a significant positive correlation between Iranian high school teachers’ DE and ELS. Among the two components of ELS, only the secondary school teachers’ deep acting emotions and the high school teachers’ both SA and DA correlated significantly with DE. This can be because of the differences among teachers' experience, years of teaching, teaching books and subject materials between secondary school and high school teachers. This findings may be due to the reason that, in Iran, high school teachers generally are more emotionally experienced and empirically educated in classrooms than secondary school teachers. Another reason might be the assumption that the age of the students and the subject materials taught in secondary schools ate less challenging compare to high schools'. Speaking in details about the teachers’ DE and their relations with teachers’ ELS, our expectation was a positive connection between SA and NE, in addition a negative relation between SA and PE. We also found that SA was positively related and connected to negative emotions, like frustration and anxiety, but did not reveal a noticeable relation with positive emotions (enjoyment and pride). This finding may result from the hypothesis in which teachers, due to their experiences, try to use DA in the case of feeling positive emotions, and SA in the case of feeling negative emotions in classrooms in Iran to control the students and class much better. Based on this result, we hypothesized a positive link between DA and positive emotions, on the other side, a negative relation between DA and negative emotions. In line with Lee and Vlac’s (2017) findings, the results indicated that DA positively linked with the positive emotions such as pride and enjoyment, while negatively anxiety. The results of our study also indicate the advantageous impacts of DA in the context of teaching. It shows that DA might be more useful for teachers’ well-being, as the results of some related studies about emotional labor in the teaching (like Lee et al., 2014; Lee and Vlac, 2017). Though the findings of our research generally indicate positive links of SA with anger, frustration and anxiety, and positive links of DA with enjoyment and pride, similar to a research done by Lee et al. in 2014, there is a small contrast between the these two research. According to the findings of a study done by Lee et al. (2014), SA was positively linked to negative emotions of anger, anxiety and frustration and negatively linked to enjoyment, whereas DA was positively related to enjoyment and negatively related to frustration and anger. But in our research, SA was negatively related to frustration and anxiety, and DA was positively related to pride and enjoyment and negatively related to anxiety. However, both research show a same model of relationship between ELS and DE. Just the small size of sample and the special sample of English teacher in our research may make the differences. On the whole, it is revealed that not all positive emotions and negative emotions have the similar relationships with ELS. So, future studies is needed to analyze DE rather than general positive and negative emotions. Additionally, as some researchers (Lee et al., 2010 ) declare, separating SA into two dimensions of hiding and suppressing in future research would be crucial to see if it gives different effects or not. the results of the quantitative data were confirmed by the qualitative data and it was shown that both secondary and high school EFL teachers used emotional labor strategies similar to each other (although with differences in the rates) in reaction to both positive and negative emotions. Based on the findings, EFL teachers most commonly described regulating their emotions through teaching context modification strategy, followed by attentional deployment. The analysis showed that high school EFL teachers were more oriented towards using teaching context modification strategy and secondary EFL teachers were inclined towards attentional deployment strategies. The results are in congruent with a study conducted by Akbari et al., ( 2017 ) that similar to this study aimed to explore emotion-regulation strategies typically used by teachers in their workplace. They employed qualitative-based approach and based on the results, they found five main categories, namely, Teaching Context Preference / Avoidance, Teaching Context Adjustments, Attention Direction, Reappraisal, and Reactive Strategies in reaction to the discrete emotions. 6. Conclusion Any educational system is a system of emotions by default. As Hargreaves ( 1998 ) puts it, “Emotions are at the heart of teaching” (p. 835). Therefore, exploring teacher emotion regulation in an ELT context potentially contributes to the field of teacher education. As conclusion, the results of our study show the advantage of DA for teachers to encounter more positive emotion and fewer negative emotion, which could make higher manage and control of classroom. On the other hand, SA can be disadvantageous for emotional lives of teachers which might negatively affect the control of classroom. Therefore, our findings accentuate to encourage teachers to use DA. According to Lee et al. (2014), supporting teachers to make them be able to use DA will be useful for them. We can suggest that the present findings can be a basis for experimental way to train teachers in order to manage their emotions while teaching. Also, qualitative research will give us a deeper understanding through having more detailed information. In general, the findings showed that teachers’ emotions may clear up the link among them emphasizes the significance of practical and experimental interest on DE of teachers. Our findings make two key contributions to the research field of science education on achievement emotions as paying attention to ELS about teachers’ emotions studies bear several promises. It can promote our comprehension of the impacts of emotion of teachers, which is of kind of scientific attention. In addition, to know how and when teachers should regulate the emotions is an important requirement to design inferences aiming at managing teachers' emotion for better classroom functioning. The results have some good and beneficial implications for teacher educators, language teachers, and educational psychology and policy makers. Learning and understanding using suitable strategies of emotional labour, language teachers will be able to manage their emotions to get beneficial assessments when interacting with the students, so the findings of our research may help language teachers be aware of their emotions and the way they can control and regulate their emotions in the class. Besides, teachers should concentrate on both the impacts of emotional labor in teaching and establish some helpful strategies in classrooms. Additionally, the findings of our research can be useful for language researchers to analyze teachers’ views about deep acting more utterly and be conscious of the operationalization of these forms of acting when exploring ELS associated with their DE by increasingly comprehending of SA and DA in educational system. Although our research provides a study about teachers’ ELS and their DE, there are several limitations which should be regarded. The findings of the current study emerge from the cross-sectional data gathered at one time, which do not give us a full view of what is investigated, and occasional impacts between ELS and DE cannot be concluded. Longitudinal research would give researchers with a beneficial comprehension of the connections between these elements, and also explore if these phenomena linked with one another. The results of our research were based on data from teachers reported by own; so, teachers may have reported ELS and emotions they saw as favorable for teachers, regardless of their true feelings. Thus, further investigations are needed to consider containing information from outer observers such as coworkers, supervisors, and learners. Some future research would be needed to measure social desirability for teachers. Another limitation in our study is sample size which was small and they were from two contexts of secondary and high schools. So, it is hard to consider the current sample as typical of all teachers and generalize the results of present study to other population of teachers. A larger sample size is highly suggested to generalize the results. Future research is required to include major and more various teacher samples to know whether the findings of this study are replicable and more reliable. Declarations Consent to Participate All the participants of this study completed a consent form prior to the study. Competing Interests The authors declare no competing interest. Authors’ Contributions All the authors involved in data collection, data analysis, and discussion of the results. Funding The authors did not receive any grant or funding for conducting or publishing this paper. Availability of Data and Materials The authors can provide the data on request. References Akbari, R., Samar, R. G., Kiany, G. R., & Tahernia, M. (2017). A qualitative study of EFL teachers' emotion regulation behaviour in the classroom. Theory and practice in Language Studies , 7 (4), 311-321. Benesch, S., & Prior, M. T. (2023). Rescuing “emotion labor” from (and for) language teacher emotion research. System , 113 , 102995. Cheung, F., Tang, C. S. K., & Tang, S. (2011). Psychological capital as a moderator between emotional labor, burnout, and job satisfaction among school teachers in China. International Journal of Stress Management , 18(4), 348. Derakhshan, A., Kruk, M., Mehdizadeh, M., and Pawlak, M. (2021). Boredom in online classes in the Iranian EFL context: sources and solutions. System, 101,102556. Frenzal, A., Daniels, L., and Bures, I. (2021). Teacher emotions in the classroom and their implications for students. Educational Psychology, 56(4), 250–264. Frenzel, A. C., Becker-Kurz, B., Pekrun, R., & Goetz, T. (2015) Teaching this class drives me nuts! – Examining the person and context specificity of teacher emotions. PLoS One, 10 (6), 630-645. Frenzel, A. C., Fiedler, D., Marx, A. K. G., Reck, C., &Pekrun, R. (2020). Who enjoys teaching, and when? Between- and within-person evidence on teachers’ appraisal-emotion links. Frontiers in Psychology, 11 , 10-32. Frenzel, A. C., Goetz, T., Stephens, E. J., & Jacob, B. (2009). Antecedents and effects of teachers’ emotional experiences: An integrated perspective and empirical test. In P. A. Schutz & M. Zembylas (Eds.), Advances in teacher emotion research: The impact on teachers’ lives (pp. 129–151). New York, NY: Springer . Grandey, A. A. (2003). When ‘‘the show must go on’’: Surface acting and deep acting as determinants of emotional exhaustion and peer-rated service delivery. Academy of Management Journal , 46 , 86–96. Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education , 14(8), 835-854. Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16 (8), 811–826. Heydarnejad. T., Fatemi. A.H., and Gonsooly. B. (2017). Emotions and Self-regulation: A Case of Iranian EFL High School and Private Language Institute Teachers. Journal of Applied Linguistics and Language Research, 4 (2), 26-46. Hochschild, A. R. (1983). The managed heart: Commercialization of human feeling . Berkeley, CA: University of California Press. Hochschild, A. R. (1990). Ideology and emotion management: A perspective and path for future research. In T. Kemper (Ed.), Research agendas in the sociology of emotions . Albany: State University of New York State. Hu, Y., He, G., & Wang, W. (2023). Profiles of Chinese teachers' emotional labor: Evolution and relations with job demands, resources, and burnout. Teaching and Teacher Education , 132 , 104230. Judge, T. A., Woolf, E. F., & Hurst, C. (2009). Is emotional labor more difficult for some than for others? A multilevel, experience-sampling study. Personnel Psychology, 62 (1), 57–88. Keller, M. M., Chang, M. L., Becker, E. S., Goetz, T., &Frenzel, A. C. (2014). Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom: An experience sampling study. Frontiers in psychology, 5 , 14-42. Lee, R. T., Lovell, B. L., & Brotheridge, C. M. (2010). Tenderness and steadiness: Relating job and interpersonal demands and resources with burnout and physical symptoms of stress in Canadian physicians. Journal of Applied Social Psychology, 40 (9), 2319–2342. Lee, M., & Van Vlack, S. (2018). Teachers’ emotional labour, discrete emotions, and classroom management self-efficacy. Educational Psychology , 38 (5), 669-686. Li, A., Hwang, F., and Lu, C. (2012). The development of emotional labor scales for elementary school teachers. Psychol. Test. 59, 451–486. Li, H. and Lui, H. (2021). Beginning EFL Teachers’ Emotional Labor Strategies in the Chinese Context. Frontier in Psychology , 12 , 737746. Mann, S. and Cowburn, J. (2005), “Emotional labor and stress within mental health nursing”, Journal of Psychiatric and Mental Health Nursing , 12 (2), 154-162. Mulligan, K., & Scherer, K. R. (2012). Toward a working definition of emotion . Emotion Review, 4(4), 345–357. Näring, G., Briët, M., &Brouwers, A. (2006). Beyond demand–control: Emotional labor and symptoms of burnout in teachers., 20, 303–315. Nazari, M., Seyri, H., & Karimpour, S. (2023). Novice language teacher emotion labor and identity construction: A community of practice perspective. Teaching and Teacher Education , 127 , 104110. O’Connor, K. E. (2008). “You choose to care”: Teachers, emotions and professional identity. Teaching and teacher education , 24 (1), 117-126. Ogunsola, K.O., Harvey Fontaine, R. A., & Jan, M.T. (2020). Impact of surface acting and deep acting techniques on teachers’ organizational commitment. PSU Research Review, 4 (1), 61-79. Pekrun, R., &Linnenbrink-Garcia, L. (2014). International handbook of emotions in education. New York, NY: Routledge. Pishghadam, R., and Ebrahimi, S. (2020). Examining the effects of emotioncy-based language instruction on non-Persian language learners’ level of cultural intelligence. Journal of Language Research) , 12 (35), 55-82. Pishghadam, R., Derakhshan, A., Jajarmi, H., Tabatabaee Farani, S., and Shayesteh, S. (2021a). Examining the role of teachers’ stroking behaviors in EFL learners’ active/passive motivation and teacher success . Front. Psychol , 12 ,70-84. Pishghadam, R., Derakhshan, A., Zhaleh, K., and Al-Obaydi, L. H. (2021b). Students’ willingness to attend EFL classes with respect to teachers’ credibility, stroke, and success: a cross-cultural study of Iranian and Iraqi students’ perceptions. Curr. Psychol . doi: 10.1007/s12144-021-01738-z Philipp, A., &Schüpbach, H. (2010). Longitudinal effects of emotional labor on emotional exhaustion and dedication of teachers. Journal of Occupational Health Psychology , 15(4), 494–504. Scherer, K. R., & Moors, A. (2019). The emotion process: Event appraisal and component differentiation. Annual Review of Psychology, 70, 719–745. Additional Declarations No competing interests reported. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-3927905","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":271298227,"identity":"73e73985-d4f7-4087-aa9d-29c7c943dea0","order_by":0,"name":"Alireza Afshar Mameghani","email":"","orcid":"","institution":"Islamic Azad University","correspondingAuthor":false,"prefix":"","firstName":"Alireza","middleName":"Afshar","lastName":"Mameghani","suffix":""},{"id":271298228,"identity":"657559ff-5a96-48c0-8bc9-1591b64b1c89","order_by":1,"name":"Mohammad Hossein Yousefi","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA1klEQVRIiWNgGAWjYDACCR4og/lg4wMgxcNHvBa2xGYDkBY2ErQksEmAaUI6dGf3HmDmqThsz8/G3Fb5NcdOho2B+eGjG3i0mN05l8DMc+Zw4sw2xrbbstuSgQ5jMzbOwaflRo4BM2/b4QSD+41ttyW3MQO18LBJE6PF3v4YY1ux5LZ64rUwbmBjbGP8uO0wcVoOzjmTnjjjGGOzNOO24zxszIT9YvjgTYW1PX8b+8OPP7dV2/OzNz98jE8LCByCJwAwg5mAchBg/IHOGAWjYBSMglGADAC3+kSWBU8NFgAAAABJRU5ErkJggg==","orcid":"","institution":"Islamic Azad University","correspondingAuthor":true,"prefix":"","firstName":"Mohammad","middleName":"Hossein","lastName":"Yousefi","suffix":""},{"id":271298229,"identity":"ae614711-1baa-4b4b-875c-051d87b16939","order_by":2,"name":"Hassan Asadollahfam","email":"","orcid":"","institution":"Islamic Azad University","correspondingAuthor":false,"prefix":"","firstName":"Hassan","middleName":"","lastName":"Asadollahfam","suffix":""},{"id":271298230,"identity":"d345cc94-8190-4b53-8a7e-fdfa57bc643b","order_by":3,"name":"Roya Ranjbar Mohammadi","email":"","orcid":"","institution":"Islamic Azad University","correspondingAuthor":false,"prefix":"","firstName":"Roya","middleName":"Ranjbar","lastName":"Mohammadi","suffix":""}],"badges":[],"createdAt":"2024-02-04 14:31:27","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-3927905/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-3927905/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":51457039,"identity":"b96e55bf-dfe8-4d42-b2ff-1afffe8fecf9","added_by":"auto","created_at":"2024-02-22 02:25:03","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":393723,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-3927905/v1/b0f16950-8f64-4ae4-b722-78cf6080863e.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Feeling and Acting in Teaching Classrooms: A Mixed-method Analysis of EFL Teachers’ Emotional Labour Strategies and their Discrete Emotions","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eThe positive psychological states of teachers are increasingly recognized as playing a critical role not only in their professional practices and turnover intentions but also in the learning engagement and achievement of their students (Bao et al., 2021; Burić \u0026amp; Frenzel, 2020; El Kalai et al., 2022; Mailool et al., 2020). Recent years have witnessed a rising body of studies exploring various constructs of positive psychology as applied to teachers, such as emotional labor (Bao et al., 2022), emotional exhaustion (e.g., Keller et al., \u003cspan class=\"CitationRef\"\u003e2014\u003c/span\u003e), discrete emotions (Lee et al., 2017), as well as the interactions among these psychological constructs (Wang, 2018). On the ground that teaching has been regarded as an emotionally challenging occupation worldwide, studies in this vein have inspired scholarly discussion0s about the various factors that enhance teachers\u0026rsquo; positive psychological states. In other words, teachers often face different situations in classrooms where they undergo positive/ negative emotions (Schutz \u0026amp; Zembylas\u0026rsquo;s, 2009). .\u003c/p\u003e\n\u003cp\u003eAccording to the most researchers, emotions are difficult to be understood empirically and they are the connection between a person and his environment (Scherer \u0026amp; Moors, \u003cspan class=\"CitationRef\"\u003e2019\u003c/span\u003e). to say differently, emotions are external-physiological reactions displayed in action inclinations and facial or gestural expressions merged into personal experiences. .Teacher emotions as an umbrella term can be categorized into different fields, from among them, emotional labor can be mentioned (Wang et al. 2021). Emotional labor was originally defined by Hochschild (\u003cspan class=\"CitationRef\"\u003e1983\u003c/span\u003e) as \u0026ldquo;the management of feeling to create a publicly observable facial and bodily display\u0026rdquo; (p. 7) and is commonly used to describe how individuals modify their emotional expressions from their truly experienced emotions for communicative purposes. In fact, emotional labor is the management and control of feelings through facial, vocal or gestural expressions. According to Hochschild (\u003cspan class=\"CitationRef\"\u003e1983\u003c/span\u003e), there are strategies related to emotional labor such as \u003cem\u003esurface acting\u003c/em\u003e (SA) and \u003cem\u003edeep acting\u003c/em\u003e (DA). The former referred to when individuals externally expressed an emotion (e.g., physical behavioral, facial response) that differed from their experienced emotions without modifying their internal feelings, as evidenced by amplifying, faking, or suppressing an emotion (C\u0026ocirc;t\u0026eacute; et al. 2013). In contrast, the latter referred to internalizing the desired emotion such that the emotions expressed are more consistent with felt emotions.\u003c/p\u003e\n\u003cp\u003eEmerging empirical evidence indicates that besides emotional labor, discrete emotions are associated with teaching practices and professional experiences of instructors (Lee \u0026amp; Van Vlack, \u003cspan class=\"CitationRef\"\u003e2018\u003c/span\u003e). Emotion researchers have tended to aggregate discrete emotions (e.g., happiness, anger, fear, sadness, surprise, pride, shame and guilt) into two valenced dimensions; that is, positive and negative (Stets 2010). For example, the valence of happiness is positive whereas the valence of fear and anger is negative (Turner 2002). This practice can be problematic because different processes drive each emotion, leading to different outcomes, and the capacity to tease out these differences is diminished (Gooty et al., 2009). Calls for future research to examine discrete emotions and how they vary over time (e.g., Gooty et al. 2009) has led to challenges in identifying, measuring and even distinguishing between emotion labels (Pekrun \u0026amp; Schutz, 2011). There is a paucity of research on discrete emotions, so this research is \u0026ldquo;quite necessary\u0026rdquo; (Gooty et al. 2009, p. 835) to help understand better the production of emotions in social contexts, particularly in science classrooms.\u003c/p\u003e\n\u003cp\u003ePrevious studies, however, have been largely quantitative, the statistical results of which were seldom supplemented by qualitative data. Wang et al. (2021) regarded the dominant use of closed-ended questionnaires as a limitation of research on positive psychology in language learning and teaching, and called for more qualitative evidence. A recent qualitative study by Bao et al. (2022) has moved the inquiry forward by detailing how a Chinese language teacher\u0026apos;s emotional labor, which shifted from surface acting to the expression of naturally felt emotions, brought her emotional rewards and a sense of well-being. The rich findings from Bao et al. (2022) have motivated the present study to further ascertain the contribution of emotional labor to teacher discrete emotions by using both quantitative and qualitative methods. In addition, relative to the overwhelming attention given to teachers teaching upper-grade students or undergraduates (Burić \u0026amp; Frenzel, 2020; Zhang \u0026amp; Zhu, 2008), studies focusing on both secondary and high school EFL teachers\u0026apos; emotional experiences are still rare. It appeals to the intuition that daily interactions with young teenagers particularly involve teachers\u0026apos; emotional labor, which can have substantial consequences in terms of teachers\u0026rsquo; discrete emotions. This study, which targeted junior high school teachers who teach English as a foreign language (EFL), is among the few that draw on both quantitative and qualitative data to explore the relationship between teachers\u0026rsquo; emotional labor and their discrete emotions. It aims to contribute implications for fostering positive psychological states among English teachers at the secondary and high school levels and sustaining their long-term development. Regarding these issues, the present study aimed at investigating the correlation between EFL teachers\u0026apos; ELS and its two categories that are surface acting (SA) and deep acting (DA) with their DE in both high schools and secondary schools. To this end, the following research questions were formulated:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eRQ1\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAre there any significant relationship between Iranian secondary-school and high- school teachers\u0026rsquo; ELS and DE?\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eRQ2\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDo the emotional labor strategies (i.e., surface action and deep action) have the significant contribution to the secondary school and high school teachers\u0026rsquo; discrete emotions?\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eRQ3\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWhat are the attitudes of Iranian secondary-school and high- school teachers towards ELS and DE?\u003c/p\u003e"},{"header":"2. Review of literature","content":"\u003cp\u003e \u003cb\u003eTeachers\u0026rsquo; Emotional Labor Strategies\u003c/b\u003e \u003c/p\u003e \u003cp\u003eRecent trends in language education research have brought renewed attention to the presence and role of emotions in the lives of teachers and learners (Benesch \u0026amp; Prior, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Emotions are the connection between a person and his or her environment and play the role of arbitrating between incidents and social contexts and the person\u0026rsquo;s reactions. In the educational contexts, teacher emotions can be conceptualized as matching this broad definition of estimative reactions, including different physical and psychological contexts that are specifically indicated in social contexts teachers experience in their career (Frenzal et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). As Frenzel stated, to carry out a wide range of task, teachers need to communicate with students, parents, and colleagues, which needs to get classrooms to perform smoothly, students to participate in the class, parents to be supportive, and coworkers to be indulged. From this point of view, we agree with Schutz et al., (2006), who viewed teachers\u0026rsquo; emotions which is constructed socially, and he defined it as authorized modes of being coming from aware or unaware senses.\u003c/p\u003e \u003cp\u003eAlthough emotion or affect has long been an object of interest in the cognate fields of language education, applied linguistics, second language acquisition (SLA), and second-language (L2) studies, the unprecedented growth of emotion scholarship over the past two decades attests to \u0026ldquo;an increased consciousness of emotional life and a willingness to fully engage with emotion as an object and topic in its own right, not just as a \u0026lsquo;curious\u0026rsquo; epiphenomenon\u0026rdquo; (Prior, 2019, p. 518). Alongside longstanding topics such as \u003cem\u003eanxiety, reticence\u003c/em\u003e, and \u003cem\u003emotivation\u003c/em\u003e, more recent concepts, including \u003cem\u003eemotion regulation, emotional intelligence, emotional literacy\u003c/em\u003e, and \u003cem\u003eemotion(al) labor\u003c/em\u003e, have become entrenched in our academic discourse, and the theoretical and pragmatic contributions of their various programs continue to shape our research and publications. Although early emotion scholarship primarily focused on students' or learners' emotions, a significant development in recent years is the increased attention to teachers' emotions (e.g., Hu et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Nazari et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; O\u0026rsquo;Connor, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2008\u003c/span\u003e; Zembylas \u0026amp; Schutz, 2016) and the implications for pedagogical practice, training, professional identity, career satisfaction, and personal well-being.\u003c/p\u003e \u003cp\u003eWith this increased focus on the affective dimensions of teachers' educational practices and professional trajectories, one concept that has risen to particular prominence is emotion labor, which as the research showed the interest in the topic of teachers\u0026rsquo; emotion labor is on a steep upward trend (Wu \u0026amp; Wei, 2022). As originally developed by sociologist Arlie Hochschild (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e1983\u003c/span\u003e), emotion labor refers to the work carried out by employees to bring their feelings in line with those required and rewarded by their profession or workplace, driven by \u0026ldquo;feeling rules.\u0026rdquo; Besides, Scherer et al. (2020) defined emotional labor as an individual controlling their own emotions and applying language and physical movement to purposefully make customers perceive care, security, and a pleasant mood. It has now been extensively used to examine the nature of work in teaching and other professions (Yin \u0026amp; Lee, 2012). Wang (2020) highlighted two ways in which employers including English teachers act. Surface acting involves expressing one\u0026rsquo;s emotions with facial expressions, hand gestures, and tone, while deep acting aims to achieve the emotional performance requested by the organization. It is believed that teachers need more support, identification, time, space, and resources to engage in emotional labor (Hochschild, 2012). The administrators of schools can support teachers and provide positive emotional energy through informal organizations. Similarly,\u003c/p\u003e \u003cp\u003emanagers in profit-making institutions can provide emotional support through awards and praise, benign competitions, the assignment of challenging work, and the arrangement of assistance and training (Wood et al., 2008).\u003c/p\u003e \u003cp\u003eResearchers, in studies of education, have done lots of investigation and studies about the features of teachers\u0026rsquo; ELS in schools. Selvarajan et al. (2013) observed positive correlations between kindergarten teachers\u0026rsquo; emotional labor loads and well-being, where the higher the emotional labor load, the higher the well-being. Mesmer-Magnus et al. (2011) analysed the relationship between emotional labor and well-being and\u003c/p\u003e \u003cp\u003edetermined notably positive correlations between deep acting and well-being. Also, they have already investigated the dimensions, nature, and outcomes of teachers\u0026rsquo; ELS (Wang et al., 2019). Recent related research indicates that Iranian teachers\u0026rsquo; emotional behavior impacts on learners\u0026rsquo; communicative competence (Pishghadam \u0026amp; Ebrahimi, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), understand incentive (Pishghadam et al., 2021 a), inclination to attend classes (e.g. Pishghadam et al., 2021 b), and felt emotions in the classrooms (e.g. Derakhshan et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). According to Yin (2016), despite the beneficial aspects and outcomes of these studies to the academic progress of emotional labor of teachers, especially their ELS, need much more comprehensive studies. In addition, some researchers (e.g., Wang et al., 2019; Yin, 2012) have suggested additional studies to analyze teachers\u0026rsquo; ELS.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTeachers\u0026rsquo; Discrete Emotions\u003c/b\u003e \u003c/p\u003e \u003cp\u003eTeachers are faced with lots of emotions in classrooms. Investigating teacher emotions is invaluable for teachers\u0026rsquo; own lives as well as for improving instructional quality in educational contexts (Frenzel et al. \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). Among the various discrete emotions that teachers are confronted with in numerous classroom situations, enjoyment, pride, anger, anxiety, and frustration are among the most frequently experienced by teachers (Frenzel et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2009\u003c/span\u003e; Taxer \u0026amp; Frenzel, 2015; Trigwell, 2009). These emotions may also affect the class instructions and learning. Teachers might experience enjoyment when their instructional goals are achieved, pride when students successfully complete important tasks, anger when their goals are interrupted by students\u0026rsquo; misbehaviour, anxiety when they are uncertain if they are doing a good job or their competence is challenged, and frustration when students are not able to comprehend certain concepts. Managing these experienced emotions is an integral part of a teacher\u0026rsquo;s job (Hargreaves, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e1998\u003c/span\u003e), and it is important for teachers to use appropriate strategies to manage these emotions (Hargreaves, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). There are some studies in the field of discrete emotions, for instance, Taxer and Frenzel (2015) examined which discrete emotions teachers report genuinely expressing, hiding, and faking most often and found that hiding and faking emotions are related to emotional exhaustion and physical health. However, researchers have still not explicated which specific emotion regulation strategies are the most effective for teachers to adopt in the classroom.\u003c/p\u003e \u003cp\u003eRegarding teachers\u0026rsquo; emotions, although researchers have done lots of studies and focused more on emotional labor of teachers besides their experiences of emotions (Pekrun \u0026amp; Linnenbrink - Garcia, 2014), there is not enough research supplying experimental relationships between teachers\u0026rsquo; ELS and their DE except three studies which are partially related to our research such as (Keller, et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Lee et al., 2014 \u0026amp; 2017). These past researches resulted in two conclusions 1) teachers\u0026rsquo; ELS and DE are main factors for emotionally exhaustion (e.g., Keller et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2014\u003c/span\u003e), 2) various ELS revealed unlike relationships with DE (e.g., Lee et al., 2017). Thus, it is beneficial exploring the connection between teachers\u0026rsquo; ELS and their DE more deeply and efficiently.\u003c/p\u003e \u003cp\u003eDespite related studies about ELS of teachers and their DE in different countries (Wang, 2018 in Canada; Lee \u0026amp;Vlack, 2017 in Germany; Han, Yin, Yang \u0026amp; Wang, 2021 in China; Li \u0026amp; Lui, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2021\u003c/span\u003e in China; Lee, 2019 in US), studies about Iranian teachers\u0026rsquo; ELS and DE are limited, just few research generally attempting to differentiate teachers\u0026rsquo; ELS into particular types (e.g., \u003cem\u003eSA\u003c/em\u003e vs. \u003cem\u003eDA\u003c/em\u003e) like Heydarnejad et al (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) and Ghanizade and Royaei (2015), without finding their relations in different levels of schools among English teachers. So, in the current research, we attempt to explore the connection between ELT teachers' ELS and their DE in both high schools and secondary schools in Iranian Context, and compare the similarities and differences between these two levels of schools using a mixed-method study. Moreover, lots of studies (Sutton et al., 2009; Sutton, 2004) about teachers\u0026rsquo; emotional experiences have been carried out qualitatively. There have been just a few quantitative research in this field (Keller et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Lee et al., 2017; Lee et al., 2014). So, our study was an attempt to investigate teachers\u0026rsquo; DE as well as their ELS, including SA and DA, in the English teaching context in Iran both qualitatively and quantitatively using mixed-method design.\u003c/p\u003e \u003cp\u003eThe classroom management issue (via emotional labor strategies), in English classes, could be more critical compared to other subjects due to the high concern and significance of English in Iranian society. Moreover, when teachers use English language instead of the first language of students may result in the absence of comprehending among the students with less proficiency of English language. It could make problems and create challenges for English teachers in class management. Against these gaps, this study tries to conceptualize Iranian high and secondary-school EFL teachers\u0026rsquo; ELS and DE applying a mixed-method research method. We hope the findings will be beneficial to fill gaps of research and help us learn Iranian EFL teachers\u0026rsquo; usage of ELS and DE in these two grades of school. Regarding these issues, the present study aimed at investigating the correlation between EFL teachers' ELS and their DE in both high schools and secondary schools. Besides, the study aimed to explore EFL teachers\u0026rsquo; attitudes towards the role of ELS and DE in real practices at the classrooms.\u003c/p\u003e"},{"header":"3. Methodology","content":"\u003cp\u003eThe design of the current study is mixed-method in nature and it tried to find out the relationship between EFL teachers\u0026rsquo; ELS and DE in two school settings (secondary school and high school) using questionnaires and interviews. Data were gathered from the participants based on the convenient non-random sampling.\u003c/p\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e3.1 Participants\u003c/h2\u003e \u003cp\u003eParticipants of this research were a total number of 120 EFL teachers teaching in different schools in Tabriz, Iran. They consisted of 60 secondary school teachers and 60 high school. All teachers were chosen from the age range of 30 to 40 and the mean for age was 31.4. They were both males (N\u0026thinsp;=\u0026thinsp;69; 37 from secondary school and 32 from high school) and females (N\u0026thinsp;=\u0026thinsp;51; 29 from secondary school and 22 from high school) and they all had MA degree of English language teaching. The participants were chosen from among the teachers who had about 10 to 15 years of teaching experience. The participants were chosen based on convenience sampling method. The teachers were given a brief e-mail clarifying the total purpose of the research. We assured them of the trustworthiness of their answers. Teachers then answered the questionnaire voluntarily that assess their usage of ELS and DE, and sent it back through e-mail or social media. Furthermore, a sample of 10 EFL teachers (5 from secondary schools and 5 from high schools) were invited to take part in the interview sessions. The teachers had teaching experience more than 10 years and they were both males (N\u0026thinsp;=\u0026thinsp;6) and females (N\u0026thinsp;=\u0026thinsp;4).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e3.2 Instruments\u003c/h2\u003e \u003cp\u003eTo collect the data, two questionnaires were used in this research. The first instrument was Scale of ELS ( Diefendorff et al., 2005) used to test teachers\u0026rsquo; usage of SA and DA. The initial SA scale consisted of nine items: Five items were adapted from Grandey\u0026rsquo;s (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2003\u003c/span\u003e) SA scale, two items were adapted from Kruml and Geddes\u0026rsquo; (2000) emotive dissonance scale, and two items were developed for the present investigation. Emotive dissonance is the extent to which a person\u0026rsquo;s feelings are different from his or her displays and was described by Kruml and Geddes as being conceptually similar to SA. Participants rated each item using a 5-point Likert scale (5 D \u0026ldquo;Strongly Agree\u0026rdquo;; 1 D \u0026ldquo;Strongly Disagree\u0026rdquo;). The internal consistency reliability was reported to be .92.\u003c/p\u003e \u003cp\u003eFor the Deep Acting, the initial scale included three items adapted from Grandey\u0026rsquo;s (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2003\u003c/span\u003e) DA scale and four items adapted from Kruml and Geddes\u0026rsquo; (2000) emotive effort scale. Emotive effort is the effort involved in displaying appropriate emotions and was described by Kruml and Geddes as being similar to DA. Participants rated each item using a 5-point Likert scale (5 D \u0026ldquo;Strongly Agree\u0026rdquo;; 1 D \u0026ldquo;Strongly Disagree\u0026rdquo;). The internal consistency reliability was .85. Besides, a questionnaire postulated by Burić et al., (2017) in emotions was used for exploring teachers\u0026rsquo; discrete emotions. Based on the content of the items that loaded on each of them, the authors initially labelled the five factors in the following manner: joy (comprising 5 items), pride (comprising 6 items), anger (comprising 7 items), hopelessness (comprising 7 items), and fatigue (comprising 9 items). The reliability of the scale reported to be .87.\u003c/p\u003e \u003cp\u003eThe final data gathering tool was a semi-structured interview that was used as the instrument for the qualitative phase of the study. Having reviewed the related literature on both DE and ELS in general and the integration of two concepts in particular, the researcher tried to develop interview questions to elicit the required data for the purpose of this study. In terms of the questions of the interview, it is worth noting that the questions were asked indirectly and revolved around DE and ELS. The interviews were recorded and transcribed by the researcher. For estimating credibility of the interview questions, the researcher presented the information gathered from the interviewees and asked them to pay attention to each question and the answers were given by themselves to see whether there is any problem with or differences in the answers. The participants approved the accuracy of the data and so the credibility of the interview was approved. For the aim of dependability, 20% of the results of the interview were re-checked by two of the researcher\u0026rsquo;s colleagues who were familiar with the data analysis section and the results of the inter-rater reliability was reported to be .95.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003e3.3 Procedures\u003c/h2\u003e \u003cp\u003ePrior to administering the instrument, all of the ethical points for participating in this research were explained to the respondents by e-mails or social media. It was emphasized that their participation is quite voluntary, and there is no obligation to take part. The respondents were insured that their answers will remain private and confidential; in this regard, there was no necessity for the participants to say their names, but it was necessary to write their demographic information including whether they are secondary or high school teachers. The significance and importance of the study was elaborated to the respondents to make them feel influential in contributing to the body of knowledge and in fact encourage them to take part in the interview sessions. So, the results would turn to be more reliable and valid. Also, all of the respondents\u0026rsquo; questions were answered patiently, one by one, if there was any. Data were collected face-to face and online meetings.\u003c/p\u003e \u003cp\u003eAfter receiving teachers\u0026rsquo; agreement to participate in the study, an e-mail including a copy of two questionnaires exploring teachers\u0026rsquo; ELS and their DE were given to participants. The teachers were asked to take their time and response to the items in each of the questionnaire carefully. In order to avoid carelessness and negligence, enough time was given to the respondents for answering each item of the questionnaires and asking for clarification in the case of vagueness. In the case of time shortage or upon respondents\u0026rsquo; interest, they were free to choose online meetings through Skype or Google Meet. Then, to analyze the teachers\u0026rsquo; answers in two different grades of secondary and high schools, they were chosen and divided into two groups consisting of teachers teaching in secondary school and teachers teaching in high school. Finally, the participants were asked to send back the questionnaires with their answers, and later they all were analyzed through ANOVA, correlational statistics, and regression analysis.\u003c/p\u003e \u003cp\u003eFor the sake of accurate transcription and in-depth analysis, the interview was recorded for further analysis and presentation. The interviewees provided their responses in Farsi, which were translated into English and presented as part of the study's qualitative data. In semi-structured interview, the criteria for stopping the interview in the present study were both saturation and ensuring that the point of view of each and every teacher on the mentioned concepts was collected. Around two months were devoted to the data gathering and interview sessions and after the various online and face to face interview sessions, the results of the interviews analyzed qualitatively. The method of analysis chosen for the interview section was a qualitative approach of thematic analysis, and it was reported in the form of themes and sub-themes as well as the extracts for the semi-structured interview. \u0026ldquo;Thematic analysis is a method for identifying, analyzing, and reporting patterns (themes) within data\u0026rdquo; (Braun \u0026amp; Clarke, 2006, p. 79). Thematic analysis includes familiarization with data, generating initial codes, searching for themes among codes, reviewing themes, defining and naming themes, and producing the final report (Braun \u0026amp; Clarke, 2006). After this process, the researcher analyzed the transcripts looking for the brief trends and patterns. The researcher also switched between reading the codes line by line and tried to process the data in an attempt to identify meaningful qualitative units for analysis. As the next step and based on their themes, they were classified. As stated, the credibility and dependability of the interviews were reported.\u003c/p\u003e \u003c/div\u003e"},{"header":"4. Results","content":"\u003cp\u003eThe first research question dealt with the significant relationship between Iranian secondary school and high school teachers\u0026rsquo; emotional labor strategies and discrete emotions. To answer this research question, the researcher employed Pearson product moment correlation which requires two main assumptions: The data should enjoy normality distribution and should meet linearity. To ensure the assumptions, the researcher used scatter plots. The results indicated that there is no straight line between Iranian secondary school teachers\u0026rsquo; discrete emotions and emotional labor strategies scores. Therefore, the linearity assumption was violated. Besides, it was revealed that there is not a straight line between Iranian high school teachers\u0026rsquo; discrete emotions and emotional labor strategies. Therefore, the linearity assumption was violated. However, to make sure that there was no significant relationship between Iranian secondary school and high school teachers\u0026rsquo; discrete emotions and emotional labor strategies scores, the researcher employed the non-parametric test of Spearman rank-order correlation (Rho) instead of a parametric test of the Pearson Product Moment correlation since the assumption of linearity was violated. Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e shows the results of the Spearman Rho.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003e\u003cem\u003eSpearman-Rank Order Correlation (Rho) for Iranian Secondary School and High School Teachers\u0026rsquo; Discrete Emotions and Emotional Labor Strategies Scores\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003eGroups of Schools\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eTeachers' Discrete Emotions\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eTeachers' Labour Emotions\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eSecondary School Teachers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eSpearman's rho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eTeachers' Discrete Emotions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCorrelation Coefficient\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.215\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSig. (2-tailed)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.012\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e60\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eTeachers' Labour Emotions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCorrelation Coefficient\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.215\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSig. (2-tailed)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.012\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e60\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eHigh School Teachers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eSpearman's rho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eTeachers' Discrete Emotions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCorrelation Coefficient\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.138\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSig. (2-tailed)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.004\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e60\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eTeachers' Labour Emotions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCorrelation Coefficient\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.138\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSig. (2-tailed)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.004\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e60\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAs Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e demonstrates, there was a significant positive correlation (r\u0026thinsp;=\u0026thinsp;.215, p\u0026thinsp;=\u0026thinsp;.012) between Iranian secondary school teachers\u0026rsquo; discrete emotions and emotional labor strategies scores. Moreover, there was a significant positive and small correlation (r\u0026thinsp;=\u0026thinsp;.138, p\u0026thinsp;=\u0026thinsp;.004) between Iranian high school teachers\u0026rsquo; discrete emotions and emotional labor strategies scores. Thus, the answer to the first research question was affirmative based on the results of above table as well as the mean differences. It was shown that the mean and standard deviation of the secondary school teachers\u0026rsquo; surface acting emotional scores were M\u0026thinsp;=\u0026thinsp;8.62 and SD\u0026thinsp;=\u0026thinsp;2.45 and those of high school teachers\u0026rsquo; surface acting emotional scores were (M\u0026thinsp;=\u0026thinsp;12.42, and SD\u0026thinsp;=\u0026thinsp;2.71), but the mean and standard deviation of the secondary school teachers\u0026rsquo; deep acting emotional scores were M\u0026thinsp;=\u0026thinsp;13.13, and SD\u0026thinsp;=\u0026thinsp;2.77, and those of high school teachers\u0026rsquo; deep acting emotional scores were (M\u0026thinsp;=\u0026thinsp;19.82, and SD\u0026thinsp;=\u0026thinsp;2.67). As it is clearly shown, the mean score of the secondary and high school teachers\u0026rsquo; deep acting emotional labor strategies was higher than the mean score of those of secondary and high school teachers\u0026rsquo; surface acting emotional labor strategies. Moreover, the mean score of the secondary school teachers was 44.23 with the standard deviation of 7.60 was different from the mean score of the high school teachers\u0026rsquo; scores, 69.12 with the standard deviation of 9.81. In other words, the mean score of high school EFL teachers\u0026rsquo; discrete emotions was higher than secondary school EFL teachers\u0026rsquo; discrete emotions.\u003c/p\u003e \u003cp\u003eThe focus of the second research question was on exploring the extent to which the variance in the dependent variable (discrete emotions) is explained by the secondary and high school teachers\u0026rsquo; emotional labor strategies components, so a Model Summary statistics was run (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003e\u003cem\u003eModel Summary Statistics for Emotional Labour Strategies Components as Predictors of Iranian Secondary School and High school Teachers\u0026rsquo; Discrete Emotions\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGroups of Schools\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eModel\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eR\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eR Square\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAdjusted R Square\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eStd. Error of the Estimate\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSecondary School Teachers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.298\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.089\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.057\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e7.38329\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHigh School Teachers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.399\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.159\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.130\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e9.14977\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"6\" nameend=\"c6\" namest=\"c1\"\u003e \u003cp\u003ea. There are no valid cases in one or more split files. Statistics cannot be computed.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"6\" nameend=\"c6\" namest=\"c1\"\u003e \u003cp\u003eb. Predictors: (Constant), Deep Acting Emotions, Surface Acting Emotions\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"6\" nameend=\"c6\" namest=\"c1\"\u003e \u003cp\u003ec. Dependent Variable: Teachers' Discrete Emotions\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe findings represented in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e revealed that the model containing the emotional labor strategies components can predict 29.8% and 39.9 (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\({R}^{2}\\)\u003c/span\u003e\u003c/span\u003e=.298 \u0026amp; .399) of the Iranian secondary school and high school teachers\u0026rsquo; discrete emotions. In other words, 29.8% and 39.9% of the variance in discrete emotions can be explained by considering the emotional labour strategies components. On the other hand, to determine the statistically significant prediction of the Iranian secondary school and high school teachers\u0026rsquo; discrete emotions by taking emotional labor strategies components into account, the researcher used ANOVA table of regression. Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e demonstrates the results of ANOVA table of regression.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003e\u003cem\u003eThe ANOVA Table of Regression for Emotional Labor Strategies Components as Predictors of the Iranian Secondary School and High School Teachers\u0026rsquo; Discrete Emotions\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"8\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGroups of Schools\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eModel\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSum of Squares\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003edf\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMean Square\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eSig.\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eSecondary School Teachers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eRegression\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e303.496\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e151.748\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.784\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.000\u003csup\u003ec\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eResidual\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3107.238\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e54.513\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3410.733\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eHigh School Teachers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eRegression\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e904.245\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e452.123\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e5.401\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.007\u003csup\u003ec\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eResidual\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4771.938\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e83.718\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5676.183\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"8\" nameend=\"c8\" namest=\"c1\"\u003e \u003cp\u003ea. There are no valid cases in one or more split files. Statistics cannot be computed.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"8\" nameend=\"c8\" namest=\"c1\"\u003e \u003cp\u003eb. Dependent Variable: Teachers' Discrete Emotions\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"8\" nameend=\"c8\" namest=\"c1\"\u003e \u003cp\u003ec. Predictors: (Constant), Deep Acting Emotions, Surface Acting Emotions\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eBased on the results of Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e, the p-values of (.000 \u0026amp; .007) and the magnitudes of F-value (2.784 \u0026amp; 5.401) revealed the statistically significant predictive power of emotional labor strategies components for secondary school and high school teachers\u0026rsquo; discrete emotions. However, Coefficient regression table was used to see which components of the emotional labor strategies significantly predict the Iranian secondary school and high school teachers\u0026rsquo; discrete emotions. Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e indicates the results of this test.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003e\u003cem\u003eThe Coefficient Regression for Emotional Labor Strategies Components as Predictors of Iranian Secondary School and High School Teachers\u0026rsquo; Discrete Emotions\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"15\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c12\" colnum=\"12\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c13\" colnum=\"13\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c14\" colnum=\"14\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c15\" colnum=\"15\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eGroups of Schools\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" morerows=\"1\" nameend=\"c3\" namest=\"c2\" rowspan=\"2\"\u003e \u003cp\u003eModel\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003eUnstandardized Coefficients\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eStandardized Coefficients\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003et\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eSig.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e95.0% Confidence Interval for B\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"3\" nameend=\"c13\" namest=\"c11\"\u003e \u003cp\u003eCorrelations\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e \u003cp\u003eCollinearity Statistics\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eB\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eStd. Error\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eBeta\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003eLower Bound\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c10\"\u003e \u003cp\u003eUpper Bound\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c11\"\u003e \u003cp\u003eZero-order\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c12\"\u003e \u003cp\u003ePartial\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c13\"\u003e \u003cp\u003ePart\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c14\"\u003e \u003cp\u003eTolerance\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c15\"\u003e \u003cp\u003eVIF\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eSecondary School Teachers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e(Constant)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e53.638\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e5.730\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e9.361\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e42.164\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e65.111\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSurface Acting Emotions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.908\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.395\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.293\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-2.298\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.025\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e-1.700\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.117\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.279\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.291\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.290\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e.982\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e \u003cp\u003e1.018\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDeep Acting Emotions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.293\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.350\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.107\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.837\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.406\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.408\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e.995\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e.068\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e.110\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e.106\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e.982\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e \u003cp\u003e1.018\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eHigh School Teachers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e(Constant)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e38.399\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e10.014\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3.835\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e18.347\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e58.452\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSurface Acting Emotions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.408\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.441\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.098\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3.190\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.002\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e.524\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e2.292\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e.394\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e.389\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e.387\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e.992\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e \u003cp\u003e1.008\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDeep Acting Emotions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.226\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.448\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.389\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.505\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.671\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e1.123\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e.096\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e.067\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e.061\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e.992\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e \u003cp\u003e1.008\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"15\" nameend=\"c15\" namest=\"c1\"\u003e \u003cp\u003ea. There are no valid cases in one or more split files. Statistics cannot be computed.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"15\" nameend=\"c15\" namest=\"c1\"\u003e \u003cp\u003eb. Dependent Variable: Teachers' Discrete Emotions\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAs is illustrated by Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, in the standardized Beta coefficients column, the largest Beta coefficients value of .389 was for high school teachers\u0026rsquo; deep acting emotions. It means that the high school teachers\u0026rsquo; deep acting emotions made the strongest contribution to explaining the discrete emotions, when the variance explained by all other variables in the model was controlled for. Likewise, among the two components of the emotional labour strategies, the secondary school teachers\u0026rsquo; only surface acting and the high school teachers\u0026rsquo; surface acting and deep acting components made significant contributions to explaining teachers\u0026rsquo; discrete emotions since the p-values of the secondary school teachers\u0026rsquo; surface acting (B\u0026thinsp;=\u0026thinsp;\u0026minus;\u0026thinsp;.293, P\u0026thinsp;=\u0026thinsp;.025) and high school teachers\u0026rsquo; surface acting (B\u0026thinsp;=\u0026thinsp;.098, P\u0026thinsp;=\u0026thinsp;.002) and deep acting emotions (B\u0026thinsp;=\u0026thinsp;.389, p\u0026thinsp;=\u0026thinsp;.000) were lower than .05. The magnitudes of tolerance and VIF values indicated that the interaction between secondary school and high school teachers\u0026rsquo; emotional labor strategies and their discrete emotions leads to collinearity. Therefore, the multicollinearity assumption was not violated. Therefore, the answer to the second research question was affirmative.\u003c/p\u003e \u003cp\u003eFinally, the last research question was an attempt to explore the attitudes of Iranian secondary-school and high- school teachers towards ELS and DE. Based on the results of the quantitative section regarding significant relationship between Iranian secondary and high school EFL teachers\u0026rsquo; discrete emotions and emotion regulation strategies in English courses, thematic analysis was used. The first question aimed to explore the point of views of teachers about the mentioned concepts to extract major recurrent themes supplied by teachers regarding emotion regulation strategies applied by them, hence, each respondent\u0026rsquo;s interview was coded. Descriptive codes were applied to describe their experiences and different sections of the transcriptions were tagged. The interview transcripts were carefully scrutinized for strategies adopted by the participants to regulate their emotions. After studying the whole dataset, the researcher looked for connections between these codes and explored the similarities and differences and themes emerged. Throughout these stages the researcher consulted experts and the available literature on emotion regulation strategies in order to avoid any possible biases. How frequently teachers described using each emotion regulation strategy can be seen in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003e\u003cem\u003eEFL Teachers\u0026rsquo; Emotion Regulation Strategies\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eHigh school teachers\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003eSecondary school teachers\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEmotion regulation strategy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eFrequency/ percent\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003eFrequency/ percent\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTeaching Context modification\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e80%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e60%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAttentional deployment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e60%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e80%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eReappraisal Strategies\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e20%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e60%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eReactive strategies\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e40%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e40%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMask\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e20%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e20%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eOverall, teachers most commonly described regulating their emotions through teaching context modification strategy, followed by attentional deployment. The analysis showed that high school EFL teachers were more oriented towards using teaching context modification strategy and secondary EFL teachers were inclined towards attentional deployment strategies. Teaching context modification was the most frequently used strategy among high school EFL teachers and the second frequently used strategy among secondary school EFL teachers. They implemented a series of techniques to make some small adjustments to the teaching context to improve the emotional atmosphere of the classroom. They said that they regulated their emotion through using interesting games, changing the topic and giving a different activity, introducing new teaching method. Similarly, both of teachers\u0026rsquo; groups used masking with low frequency and rate in their classes (20%). As teachers claimed masking was often employed to conceal a negative emotion experienced because of a misbehaving student and express a positive emotion either to the offending student or to the class as a whole. The following excerpts are some examples of using this strategy.\u003c/p\u003e \u003cp\u003e \u003cb\u003eExtract 1\u003c/b\u003e (high school teacher, 11 years of teaching experience): \u003cem\u003eI try to ignore the negative things or conditions, for example whenever I am angry, that lead to make difficulty in teaching by asking some questions to change the atmosphere of the class. By giving a topic and asking students to share their ideas. Doing some activities to attract students' attention like games in accordance with their level also change class atmosphere.\u003c/em\u003e\u003c/p\u003e \u003cp\u003e \u003cb\u003eExtract 2\u003c/b\u003e (secondary school teacher, 10 years of teaching experience): \u003cem\u003eFor example, as a teacher, whenever I feel enjoyment in the class, I try out a new teaching method because I think it works, and consequently the students get motivated and learn the new material well. The reverse also is correct. I sometimes get sad or angry in the class because of the students\u0026rsquo; behavior, but I try to change my emotions by asking the students to change the topic and start to play a game related to the teaching subject.\u003c/em\u003e\u003c/p\u003e \u003cp\u003e \u003cb\u003eExtract 3\u003c/b\u003e (high school teacher, 13 years of teaching experience): \u003cem\u003eIf I see my students are tired and it makes me anxious, I change the topic to refresh my students\u0026rsquo; mind. Once I gave a different activity to my students to make them participate in the class activities and assignment.\u003c/em\u003e\u003c/p\u003e \u003cp\u003e Another strategy frequently used by the participants in preparation for emotionally charged interactions with the students was to focus their attention in a way that would allow them to effectively stop any negative emotions from being sparked. Teachers responded to the majority of student misbehavior with an attentional deployment approach. Ignoring students\u0026rsquo; misconduct was the most often employed tactic in this category. By employing this tactic, they were able to get pupils' attention away from the disruptive student and towards the well-behaved ones. The following excerpts indicate instances of attentional deployment strategy used by teachers.\u003c/p\u003e \u003cp\u003e \u003cb\u003eExtract 4\u003c/b\u003e (high school teacher, 10 years of teaching experience): \u003cem\u003eI frequently try to tally the number of students who participate in the class discussion, but if a student persists in ignoring the class material and instead uses their phone or do not pay attention to the presenter, I will stop doing that.\u003c/em\u003e\u003c/p\u003e \u003cp\u003e \u003cb\u003eExtract 5\u003c/b\u003e (secondary school teacher, 14 years of teaching experience): \u003cem\u003eInstead of reacting emotionally on the spot, I usually choose to ignore the misbehavior of those children who are low in number in the classroom.\u003c/em\u003e\u003c/p\u003e \u003cp\u003eThe other related question of the interview was on exploring the attitudes of EFL teachers on the expression or suppression of discrete emotions and whether they influence the dynamics of emotional labour in an English classroom. All of the teachers reported on the existence of relationship between DE and ELS and they mentioned to factors such as Classroom Atmosphere, Teacher-Student Relationship, Emotional Regulation, Emotional Contagion, and Conflict Resolution, which play the roles. Following are some extracts for some of the factors.\u003c/p\u003e \u003cp\u003e \u003cb\u003eExtract 6\u003c/b\u003e (high school teacher, 14 years of teaching experience): As I experienced, the expression of positive emotions like enthusiasm can create a positive and engaging classroom atmosphere. I faced some situations that I experienced demotivation. In such times, the suppression of positive emotions may lead to a lacklustre environment, affecting students' engagement levels and vice versa. Years ago, I had a student who consistently disrupted the class by talking loudly and not following instructions. As a teacher, I felt anger due to the disruption caused. To manage this emotion, I tried to employ emotional labor strategies such as deep breathing exercises to calm myself down, using positive self-talk to remind myself of my role as a teacher, and maintaining a composed demeanor while addressing the disruptive behaviour.\u003c/p\u003e \u003cp\u003e \u003cb\u003eExtract 7\u003c/b\u003e (secondary school teacher, 12 years of teaching experience): In my opinion, the expression of empathy, understanding, and patience by the teacher when students experience frustration or difficulties can foster a supportive teacher-student relationship. This can encourage students to seek help when needed and feel comfortable expressing their concerns. On the other hand, if negative emotions like anger or frustration are suppressed by the teacher, it may create an intimidating or unwelcoming environment for students.\u003c/p\u003e \u003cp\u003e \u003cb\u003eExtract 8\u003c/b\u003e (high school teacher, 15 years of teaching experience): Teachers who effectively manage their own emotions and model healthy emotional regulation techniques can positively influence students' emotional well-being. In my idea, by demonstrating how to handle challenging situations with composure and resilience, teachers can teach valuable life skills beyond language learning. For example, as a teacher, I felt frustrated with a student's lack of progress, so, I employed emotional labor strategies such as remaining patient and providing additional support.\u003c/p\u003e \u003cp\u003eOverall, these examples illustrate how discrete emotions can impact the teaching experience and how emotional labour strategies can be employed to manage those emotions effectively while ensuring a positive learning environment for students studying English.\u003c/p\u003e"},{"header":"5. Discussion","content":"\u003cp\u003eThe main objective of the current study was to explore the existence of any significant relationship between EFL teachers\u0026rsquo; ELS and their DE in two different academic settings that is secondary and high school in Iran. Furthermore, the study tried to deeply look at the classroom context and explore the attitudes of the teachers towards two concepts and the instances of emotions teachers experienced and strategies they used in reaction to different behaviours. In comparison to most previous studies which examine the strategies teachers use to manage their emotions (Cheung et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; H\u0026uuml;lsheger et al., 2011; Philipp \u0026amp; Sch\u0026uuml;pbach, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2010\u003c/span\u003e), the present study attempts to investigate how teachers\u0026rsquo; specific ELS are related to their DE.\u003c/p\u003e \u003cp\u003eIn this research, generally, we found that there a main difference between secondary/high school EFL teachers\u0026rsquo; ELS and their DE. As it is clearly shown that the secondary/high school teachers\u0026rsquo; DA was stronger and more than the secondary/high- school teachers\u0026rsquo; SA. It is hypothesized that among Iranian ELF teachers (in both secondary/high school) tend to modify their inner emotions while teaching to manage the classrooms. Also, there was an important positive and small correlation between Iranian secondary school teachers\u0026rsquo; DE and ELS. Moreover, there was a significant positive correlation between Iranian high school teachers\u0026rsquo; DE and ELS. Among the two components of ELS, only the secondary school teachers\u0026rsquo; deep acting emotions and the high school teachers\u0026rsquo; both SA and DA correlated significantly with DE. This can be because of the differences among teachers' experience, years of teaching, teaching books and subject materials between secondary school and high school teachers. This findings may be due to the reason that, in Iran, high school teachers generally are more emotionally experienced and empirically educated in classrooms than secondary school teachers. Another reason might be the assumption that the age of the students and the subject materials taught in secondary schools ate less challenging compare to high schools'.\u003c/p\u003e \u003cp\u003eSpeaking in details about the teachers\u0026rsquo; DE and their relations with teachers\u0026rsquo; ELS, our expectation was a positive connection between SA and NE, in addition a negative relation between SA and PE. We also found that SA was positively related and connected to negative emotions, like frustration and anxiety, but did not reveal a noticeable relation with positive emotions (enjoyment and pride). This finding may result from the hypothesis in which teachers, due to their experiences, try to use DA in the case of feeling positive emotions, and SA in the case of feeling negative emotions in classrooms in Iran to control the students and class much better.\u003c/p\u003e \u003cp\u003eBased on this result, we hypothesized a positive link between DA and positive emotions, on the other side, a negative relation between DA and negative emotions. In line with Lee and Vlac\u0026rsquo;s (2017) findings, the results indicated that DA positively linked with the positive emotions such as pride and enjoyment, while negatively anxiety. The results of our study also indicate the advantageous impacts of DA in the context of teaching. It shows that DA might be more useful for teachers\u0026rsquo; well-being, as the results of some related studies about emotional labor in the teaching (like Lee et al., 2014; Lee and Vlac, 2017).\u003c/p\u003e \u003cp\u003eThough the findings of our research generally indicate positive links of SA with anger, frustration and anxiety, and positive links of DA with enjoyment and pride, similar to a research done by Lee et al. in 2014, there is a small contrast between the these two research. According to the findings of a study done by Lee et al. (2014), SA was positively linked to negative emotions of anger, anxiety and frustration and negatively linked to enjoyment, whereas DA was positively related to enjoyment and negatively related to frustration and anger. But in our research, SA was negatively related to frustration and anxiety, and DA was positively related to pride and enjoyment and negatively related to anxiety. However, both research show a same model of relationship between ELS and DE. Just the small size of sample and the special sample of English teacher in our research may make the differences. On the whole, it is revealed that not all positive emotions and negative emotions have the similar relationships with ELS. So, future studies is needed to analyze DE rather than general positive and negative emotions. Additionally, as some researchers (Lee et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2010\u003c/span\u003e) declare, separating SA into two dimensions of hiding and suppressing in future research would be crucial to see if it gives different effects or not. the results of the quantitative data were confirmed by the qualitative data and it was shown that both secondary and high school EFL teachers used emotional labor strategies similar to each other (although with differences in the rates) in reaction to both positive and negative emotions. Based on the findings, EFL teachers most commonly described regulating their emotions through teaching context modification strategy, followed by attentional deployment. The analysis showed that high school EFL teachers were more oriented towards using teaching context modification strategy and secondary EFL teachers were inclined towards attentional deployment strategies. The results are in congruent with a study conducted by Akbari et al., (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) that similar to this study aimed to explore emotion-regulation strategies typically used by teachers in their workplace. They employed qualitative-based approach and based on the results, they found five main categories, namely, Teaching Context Preference / Avoidance, Teaching Context Adjustments, Attention Direction, Reappraisal, and Reactive Strategies in reaction to the discrete emotions.\u003c/p\u003e"},{"header":"6. Conclusion","content":"\u003cp\u003eAny educational system is a system of emotions by default. As Hargreaves (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e1998\u003c/span\u003e) puts it, \u0026ldquo;Emotions are at the heart of teaching\u0026rdquo; (p. 835). Therefore, exploring teacher emotion regulation in an ELT context potentially contributes to the field of teacher education. As conclusion, the results of our study show the advantage of DA for teachers to encounter more positive emotion and fewer negative emotion, which could make higher manage and control of classroom. On the other hand, SA can be disadvantageous for emotional lives of teachers which might negatively affect the control of classroom. Therefore, our findings accentuate to encourage teachers to use DA. According to Lee et al. (2014), supporting teachers to make them be able to use DA will be useful for them. We can suggest that the present findings can be a basis for experimental way to train teachers in order to manage their emotions while teaching. Also, qualitative research will give us a deeper understanding through having more detailed information. In general, the findings showed that teachers\u0026rsquo; emotions may clear up the link among them emphasizes the significance of practical and experimental interest on DE of teachers. Our findings make two key contributions to the research field of science education on achievement emotions as paying attention to ELS about teachers\u0026rsquo; emotions studies bear several promises. It can promote our comprehension of the impacts of emotion of teachers, which is of kind of scientific attention. In addition, to know how and when teachers should regulate the emotions is an important requirement to design inferences aiming at managing teachers' emotion for better classroom functioning.\u003c/p\u003e \u003cp\u003eThe results have some good and beneficial implications for teacher educators, language teachers, and educational psychology and policy makers. Learning and understanding using suitable strategies of emotional labour, language teachers will be able to manage their emotions to get beneficial assessments when interacting with the students, so the findings of our research may help language teachers be aware of their emotions and the way they can control and regulate their emotions in the class. Besides, teachers should concentrate on both the impacts of emotional labor in teaching and establish some helpful strategies in classrooms. Additionally, the findings of our research can be useful for language researchers to analyze teachers\u0026rsquo; views about deep acting more utterly and be conscious of the operationalization of these forms of acting when exploring ELS associated with their DE by increasingly comprehending of SA and DA in educational system.\u003c/p\u003e \u003cp\u003eAlthough our research provides a study about teachers\u0026rsquo; ELS and their DE, there are several limitations which should be regarded. The findings of the current study emerge from the cross-sectional data gathered at one time, which do not give us a full view of what is investigated, and occasional impacts between ELS and DE cannot be concluded. Longitudinal research would give researchers with a beneficial comprehension of the connections between these elements, and also explore if these phenomena linked with one another.\u003c/p\u003e \u003cp\u003eThe results of our research were based on data from teachers reported by own; so, teachers may have reported ELS and emotions they saw as favorable for teachers, regardless of their true feelings. Thus, further investigations are needed to consider containing information from outer observers such as coworkers, supervisors, and learners. Some future research would be needed to measure social desirability for teachers. Another limitation in our study is sample size which was small and they were from two contexts of secondary and high schools. So, it is hard to consider the current sample as typical of all teachers and generalize the results of present study to other population of teachers. A larger sample size is highly suggested to generalize the results. Future research is required to include major and more various teacher samples to know whether the findings of this study are replicable and more reliable.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eConsent to Participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll the participants of this study completed a consent form prior to the study.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interest.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026rsquo; Contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll the authors involved in data collection, data analysis, and discussion of the results.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors did not receive any grant or funding for conducting or publishing this paper.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of Data and Materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors can provide the data on request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eAkbari, R., Samar, R. 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Annual Review of Psychology, 70, 719–745. \u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Deep acting, Emotional labor strategies, High school teachers, Secondary school teachers, Surface acting","lastPublishedDoi":"10.21203/rs.3.rs-3927905/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-3927905/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eResearch points to the important role emotion labour strategies play in workplace and academic performance, yet few studies have examined emotion labour strategies and discrete emotions in non-Western contexts in the field of ELT. The current study extends this research base by examining EFL teachers\u0026rsquo; emotion labor strategies and the relationship with discrete emotions of two types of EFL teachers. To this end, a sample of 120 EFL teachers teaching in different schools in Tabriz, Iran was selected from both secondary and high schools. The instruments used in this study were two questionnaires and a semi-structured interview. The results of ANOVA and regression analysis demonstrated that there was a significant positive correlation between two groups of EFL teachers\u0026rsquo; discrete emotions and emotional labor strategies scores. Moreover, the findings indicated that between the two components of the emotional labor strategies, the secondary school teachers\u0026rsquo; only surface acting and the high school teachers\u0026rsquo; surface acting and deep acting components. The results of semi-structured interview from ten EFL teachers approved the results obtained from the quantitative data and showed the importance of emotions in teaching contexts. The pedagogical implications are discussed.\u003c/p\u003e","manuscriptTitle":"Feeling and Acting in Teaching Classrooms: A Mixed-method Analysis of EFL Teachers’ Emotional Labour Strategies and their Discrete Emotions","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-02-07 17:17:01","doi":"10.21203/rs.3.rs-3927905/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"92111f1c-c3a4-4214-bd2f-ada3f349a88b","owner":[],"postedDate":"February 7th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2024-02-22T02:16:55+00:00","versionOfRecord":[],"versionCreatedAt":"2024-02-07 17:17:01","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-3927905","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-3927905","identity":"rs-3927905","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}