The Role of Emotion in Identity Construction: Short Stories of Two EFL Private Tutors in China

The Role of Emotion in Identity Construction: Short Stories of Two EFL Private Tutors in China | 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 The Role of Emotion in Identity Construction: Short Stories of Two EFL Private Tutors in China ZHOU Congling This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6687947/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 This study investigates how mid-career English private tutors (EPT) in China navigate emotional challenges and construct their personal and professional identities within the private supplementary tutoring (PST) field. Employing a narrative inquiry approach, the research captures the lived experiences of two mid-career tutors through in-depth interviews and short story analysis. This methodological framework allows for an in-depth exploration of the temporal, social, and contextual dimensions of identity construction, highlighting the complex interplay between emotional encounters and professional practices. The findings reveal that emotional labor is a core component of tutors’ professional lives, as they must regulate their emotions to meet implicit norms of professionalism while addressing challenges such as student disengagement and parental expectations. Despite these emotional demands, tutors derive emotional rewards through positive interactions with students, moments of shared success, and strengthened teacher-student relationships. These experiences contribute to their ongoing identity formation and professional resilience. This study makes significant contributions by extending current understandings of teacher identity and emotional labor in underexplored PST contexts. It underscores the dual nature of emotional labor—where challenges coexist with rewards—and highlights the urgent need for institutional support and reflective practices to help private tutors navigate emotional demands. By shedding light on the unique dynamics of private tutoring, this research provides valuable insights for educators, institutions, and policymakers aiming to support professional growth in the PST sector. teacher identity emotional labor emotional capital narrative inquiry private supplementary tutoring English private tutoring Introduction In recent years, the global expansion of private supplementary tutoring (PST), often referred to as "shadow education," has garnered significant attention in educational research (Bray, 2009; Zhang & Bray, 2021). As a prominent subset of PST, English Private Tutoring (EPT) plays a critical role in supporting learners’ academic and professional aspirations, particularly in regions where English is not the first language. In China, EPT has become a thriving industry fueled by parental expectations and the increasing demand for international standardized examinations such as the IELTS and TOEFL. However, the rapid growth of this sector has also raised questions about the professional practices and identity formation of private tutors, who operate outside the structured environment of formal schooling. Unlike schoolteachers, private tutors often work in isolation, facing unique emotional and professional challenges that are rarely addressed in existing research. The theoretical foundation for this study lies in the intersection of teacher identity, emotional labor, and the role of emotions in educational settings. Teacher identity, as conceptualized in recent literature, is not a static or singular construct but rather a dynamic process shaped by social, cultural, and institutional discourses (Li, 2022; Varghese, Morgan, & Johnston, 2005). It involves the ongoing negotiation of self-perceptions and professional roles within specific social contexts. In the context of private tutoring, identity construction is further complicated by the lack of institutional support and the emotionally charged nature of tutor-student relationships. Emotional labor, a concept introduced by Hochschild (1983), provides a useful lens for examining how tutors regulate their emotions to meet implicit "feeling rules" that define professionalism in education. These rules, which require teachers to maintain emotional self-control and project enthusiasm, often lead to significant emotional strain, particularly when tutors encounter unmotivated or challenging students. At the same time, the concept of "emotional capital" (Bourdieu, 1977; Zembylas, 2020) highlights how tutors derive emotional rewards, such as fulfillment and validation, from positive interactions with students. Despite the growing body of research on teacher identity and emotions in formal school settings (e.g., Zembylas, 2005; Day & Qing, 2009), there is a notable gap in understanding how these dynamics unfold in the PST context. Private tutors face distinct emotional and professional challenges, including managing student disengagement, navigating parental expectations, and fostering strong teacher-student relationships without institutional frameworks or peer support. These challenges are particularly pronounced for mid-career tutors, who must balance emotional resilience with the demands of their professional roles. Literature Review 2.1 English Private Tutoring (EPT) In many educational systems, English is regarded as a core academic subject, whether it is taught as a first language or as English as an Additional Language (EAL). However, some English Private Tutoring (EPT) programs deviate from strictly aligning with the mainstream academic curriculum. For instance, certain EPT programs focus exclusively on enhancing English proficiency for practical communication rather than exam preparation. An illustrative example is the provision of business English courses by private tutors for adult learners. In these contexts, English is approached not merely as an academic subject but as a language in its own right. This distinction challenges traditional views of academic subjects and supplementary education, as such EPT offerings do not necessarily align with the structured school curriculum (Yung & Hajar, 2023). Another example is specialized tutorial courses designed to prepare students for international standardized tests, such as the International English Language Testing System (IELTS), the Test of English as a Foreign Language (TOEFL), and the Scholastic Aptitude Test (SAT). These courses, often provided by tutorial companies (Allen, 2016; Buchmann, Condron & Roscigno, 2010; Jeon & Choe, 2018), differ from those aimed at preparing students for national English exams. They are particularly favored by senior secondary students who believe high test scores will enhance their university admission prospects. This study aligns with this context, focusing on tutors who provided PST programs designed to prepare tutees for specific gatekeeping tests, such as IELTS and TOEFL. 2.2 Teacher Identity Recent trends in teacher identity research have shifted from sociocultural and sociopolitical approaches to a poststructuralist perspective (Li, 2022). Adopting this view, I conceptualize identity as a dynamic locus in which individuals negotiate their self-understanding and relational positioning with others. Rather than perceiving identity as static or singular, I align with the perspective that identity is multifaceted and contested, constructed within the realm of discourse (Varghese, Morgan, & Johnston, 2005). Identity transcends physical and societal characteristics, undergoing contextual shifts that allow individuals to alternate between roles—manifesting as educators in academic settings, collaborators among peers in faculty lounges, and family members in domestic spheres (Pennington & Richards, 2016). Moreover, identity encompasses both self-perception and the way individuals project themselves to others, a process outlined by Richards (2015). This self-conception is shaped not only by personal reflection but also by cultural expectations of what is deemed "appropriate" behavior. Identity’s fluidity arises through ongoing interactions, subject to affirmation or contestation within the stratifications and networks of social relationships (Norton, 1997; Varghese et al., 2005). Its formation is influenced by both personal values and the constraints of social environments. Building on these perspectives, Barcelos (2015) suggests that an ecological perspective is particularly effective in understanding teacher identity. This perspective operates on two levels: first, it posits that identity emerges from the continuous process of interpreting and reinterpreting life experiences across past, present, and future contexts; second, it emphasizes that these interpretations are invariably shaped by the individual's immediate social environment, highlighting the contextual nature of identity construction. Thus, teacher identity can be succinctly defined using Clark’s (2008, p. 8) statement: “Identity references individuals’ knowledge and naming of themselves, as well as others’ recognition of them as a particular sort of person. The emphasis in work that conceptualizes learning to teach as the development of a teacher identity, rather than on the acquisition of a set of skills and techniques, is an ongoing process of ‘becoming.’” 2.3 Emotion and Identity Emotion, or the affective dimension, plays a pivotal role in shaping educators' professional lives and pedagogical practices. It can be understood as a form of psychic energy that fundamentally influences what individuals value and prioritize (Harding & Pribram, 2004, p. 873). Research highlights the significance of emotions in shaping educators' professional identities (e.g., Schutz & Zembylas, 2009) and their role in exercising agency throughout this process. The ability to understand and regulate both personal and interpersonal emotions is critical to teachers' professional identity, particularly as they navigate complex, and sometimes adversarial, environments in classrooms, staff rooms, and broader institutional settings (Day, 2018). Emotions serve as connectors between thoughts, judgments, and beliefs, acting as cohesive agents of identity. As Haviland and Kahlbaugh (1993) argue, emotions imbue experiences with meaning, playing a vital role in how individuals interpret and organize their realities. The formation of teacher identity involves both individual and social practices, requiring ongoing interaction between personal experiences and societal influences. This interplay is inherently dialogic, with emotion serving as a critical component. Rose (1990) asserts that emotions are not merely individual responses to isolated incidents but are shaped and moderated within social norms, community expectations, legal frameworks, family responsibilities, and religious teachings. In education, teachers' emotional experiences are deeply intertwined with power dynamics, agency, and emotional constraints, all of which influence discursive practices (Yuan, 2023). Similarly, Nias (1989, 1993, 1996) emphasizes the need to explore teachers' emotional experiences, arguing that teaching extends beyond technical expertise to encompass significant personal dimensions. According to Nias, teachers integrate their personal selves deeply into their professional practice, thereby intertwining personal and professional identities. 2.4 Studies of Language Teacher Emotions Wolff and De Costa (2017) investigated how an NNEST (non-native English-speaking teacher) participant navigated and overcame emotional challenges during her first year in a U.S.-based MATESL program. Using interviews, teaching observations, journal entries, and stimulated verbal and written reports, they discovered that emotional tensions were integral to teacher identity development, particularly for NNESTs. Their findings highlighted how the participant addressed these emotional challenges constructively, which could inform the development of pedagogical models aimed at fostering reflexivity and equipping NNESTs to handle emergent professional challenges. Similarly, Song (2018) conducted a case study to explore the emotional experiences of a pre-service ESL teacher during her teaching internship. The study specifically investigated how the teacher employed emotional scaffolding (Meyer & Turner, 2007; Rosiek, 2003) to elicit and guide emotional responses in students, thereby facilitating second language (L2) acquisition. The findings revealed that the focal participant fostered a sense of security among her students by implementing targeted pedagogical strategies. Both this study and earlier research have emphasized the centrality of teacher emotion to teacher identity, underscoring that teaching is fundamentally an emotional practice (Hargreaves, 2000). When it comes to emotional labor, Nazara and Karimpour (2021) explored the relationship between emotional labor and the construction of English language teachers’ professional identities in Iran. Framed within activity theory, their study demonstrated how institutional regulations shape teachers’ emotional labor and multifaceted identities. They found that the hierarchical, top-down nature of schools created tensions between institutional expectations and teachers’ personal understandings of their roles. To address these conflicts, the authors recommended gradual policy reforms to reduce institutional pressures and transform emotional labor into a space for mutual emotional engagement. Focusing on a broader spectrum of teaching careers, Yang, Shu, and Yin (2021) examined the interaction between identity and emotion among EFL teachers across different career stages. Using the Dynamic System Model of Role Identity as a theoretical framework, qualitative interviews with three EFL teachers at Chinese universities revealed a developmental trajectory characterized by three stages: surviving, striving, and thriving. The research highlights how teachers’ intricate interactions are grounded in action, expressed within a temporal framework, and shaped by sociocultural contexts, collectively offering a comprehensive perspective for investigating how EFL teachers' identities, emotions, and actions interact throughout the trajectory of their careers. Although research on language teacher emotions has increasingly focused on pre-service teachers and mid-to-late-career teachers in recent years, to the best of my knowledge, no existing studies have specifically addressed the emotions of mid-career EFL teachers working in the PST field. Given their emotional experiences and potential challenges, these teachers are equally, if not more, susceptible to emotional labor and feeling rules. Therefore, building on previous studies and employing the theoretical framework outlined earlier, this study seeks to address the following research question: How do the emotional challenges faced by mid-career English private tutors during their tutoring practice impact and shape their personal and professional identities? Methodology 3.1 Narrative Inquiry This study employs a narrative inquiry framework to explore identity construction through the commonplaces of temporality, sociality, and place (Connelly & Clandinin, 2006). The complexity of private tutors' identities surpasses the capabilities of quantitative methods, which rely on static variables (Norton, 2013). A qualitative approach, with its emphasis on depth and meaning, is more suitable for examining the subjective and dynamic nature of identity. By utilizing narrative inquiry, this study investigates the lived experiences of private tutors, shedding light on both the personal and professional dimensions of their identities. Freeman (1996) underscores that the inner worlds of educators are best accessed through methodologies that examine their cognitive and experiential dimensions. Narrative inquiry facilitates this by analyzing the individual, educational, and sociocultural factors that influence identity. Furthermore, narrative approaches are particularly effective in addressing emotions and teacher identity, as they explore not only who one is but also when , where , and how identity is constructed and understood (Zembylas, 2003). 3.2 The Research Site This study was conducted at an English Private Tutoring (EPT) company in a major city in mainland China, referred to here by the pseudonym "Language Bridge." The company is representative of typical privately owned EPTs in the region, specializing in preparing students for international standardized exams such as IELTS and TOEFL. 3.3 The Participants This study is based on a larger project with six EFL private tutors investigating their personal and professional identity construction through the lens of investment, agency and emotion. Since the current study primary focuses on the interaction between emotion and identity construction, the sample of this study comprised two full-time tutors at Language Bridge (see Table 1 for biographical details), both native Mandarin speakers from mainland China. At the time of the study (2024), both participants were in their mid-thirties and had extensive experience as English private tutors. 3.4 Data Collection The primary data collection method was one-on-one, in-depth, semi-structured interviews. These interviews were conducted in two rounds: an initial comprehensive round lasting approximately 90 minutes and a follow-up round of 30–40 minutes for clarification. Additionally, informal conversations were held to complement the formal interviews, refine insights, and validate findings through iterative questioning. To ensure participants’ comfort and encourage detailed narratives, interviews were conducted in Mandarin, the participants’ native language (Xiong & Li, 2020). Open-ended prompts such as “Tell me about…” were used to elicit narratives. All interviews were audio-recorded, transcribed verbatim, and translated into English by the researcher. 3.5 Data Analysis Data were represented as short stories and analyzed using Barkhuizen’s (2016) Short Story Analysis model. This model examines narratives across different scales, from personal experiences (micro-level) to broader social implications (macro-level), addressing both the content and context of narratives. The content dimension focuses on the who , where , and when of the narratives, identifying characters, spatial settings, and temporal aspects. The context dimension explores narratives across ideological strata, progressing from individual stories to broader social and institutional contexts. Barkhuizen (2019) outlines three interconnected levels of narrative, or "scales of contexts," which align with the Douglas Fir Group’s (2016) transdisciplinary framework for L2 learning: Story : Focuses on narrators’ inner thoughts, emotions, and immediate social interactions. Temporal and spatial scales at this level are confined, and relationships are intimate, granting teachers greater agency to influence their immediate social structures. Story : Explores interactions with colleagues and communities. At this level, teachers’ agency is more constrained by institutional and community-level structures, which are more entrenched and resistant to change. STORY : Addresses overarching ideological structures, including cultural, political, and economic domains. At this macro-level, teachers have minimal control over systemic factors shaping their practices and their learners’ experiences. The interplay between content and context creates a narrative space where participants articulate, interpret, and reimagine their experiences (Barkhuizen, 2016). This layered analysis provides a comprehensive understanding of how personal and professional identities are constructed and negotiated. To ensure the reliability and validity of the findings, member checking was implemented by sharing analysis summaries with participants to verify interpretations. The findings were presented as short stories, illustrating how individual experiences shaped private tutors’ personal and professional identities. The narratives were analyzed through the interplay of content ( who , where , and when ) and context ( story , Story , and STORY ), highlighting how these dimensions influenced identity construction. Each narrative was quoted directly from interview data and presented line-by-line to enable detailed analysis. The analysis was systematically organized by content dimensions, followed by an examination of the broader contextual scales in which the narratives occurred. 3.6 Ensuring Trustworthiness Ensuring trustworthiness in qualitative research is critical, particularly as participants’ narratives may be shaped by emotional involvement, leading to selective or distorted recollections (Barbour, 2008). This study adopts the perspective that if participants perceive events as real, then their consequences are also real (Beauchamp & Thomas, 2009). To foster trust, openness, and honesty, extended interactions were conducted to co-construct personal stories with participants (Barkhuizen, 2022). As an experienced private tutor, I leveraged my insider perspective to gain deeper insights while maintaining objectivity, creating a supportive environment for participants to share their narratives. To ensure accuracy, participants reviewed the findings section and offered feedback and reflections. 3.7 Ethical Considerations This research adhered to strict ethical principles, prioritizing participants’ rights, informed consent, confidentiality, and minimizing harm (Vainio, 2013). Pseudonyms were used throughout to protect participants’ identities. Findings This section presents two short stories extracted from the interview data to illustrate how two EFL private tutors constructed their personal and professional identities in relation to their emotional encounters. 4.1 Short Story 1: A Disengaged Student The story "A Disengaged Student" is based on Lily’s experience with an unmotivated student named Peng Hao. This critical incident had a significant emotional impact on Lily, leaving her feeling futile and exhausted. However, it also led her to adapt her teaching methods and expectations, fostering a more empathetic approach as a private tutor. There is a student called Peng Hao. He's purely in class just to pass the time. He would constantly watch the time. He would say, "Half an hour, OK, hold on, another one and a half hours to go." He would constantly watch the clock. Then, I would say to him, "What exactly are you doing in class? If not interested, just quit studying. You are wasting time and money." He would respond, "It won't do. I still have to study. My dad made me come here to study; otherwise, he would have me take some other classes." ... That's why, during this summer vacation, he is the most hurtful student to me. After he finished his classes for the summer vacation, I said in the Feishu group (the online chat group for teachers), "It was over, tossed flowers, and finally there were no more classes with him." Yeah, in terms of my emotions as a teacher, then I'm the most hurt. Because, you see, Teacher Zhu, you've also been doing this for so long, The most hurtful thing is when you feel like you are doing something futile; it's deadly hurtful to you. Then at first, you feel, "Why am I doing this job? Why be a teacher? It's such a torment." However, the student really has no motivation to study, yet you still have to complete these two hours of class; it's torment for him and for you too. Later, all I can say is manage your own expectations well. He's here; don't expect to teach him as much as other students. So, lower your own expectations, just let him take away a little (knowledge) from each lesson. If he wants to talk about something else, I will chat with him for a bit (in the class). And through the process of chatting with him, I will use the topics from our chats when giving examples or doing exercises. That is, lowering your expectations about the amount of content you teach. Originally, for example, you might plan to cover 10 points in this lesson. This student might not even cover 5; I would be fine if I can cover 3, and spend the other time chatting with him, or giving some very simple examples; it's okay to progress slower. Who : The main characters are Lily and her student, Peng Hao. In the Story level, Peng Hao was unmotivated and attended lessons only because his father forced him to do so (lines 9–10). His behavior, such as constantly checking the time (lines 3–5), frustrated Lily and made her question her role as a teacher. She described the emotional toll, stating, “The most hurtful thing is when you feel like you are doing something futile; it’s deadly hurtful to you” (lines 18–20). Despite her initial frustration and self-doubt—questioning, “Why am I doing this job? Why be a teacher?” (lines 22–24)—Lily eventually adjusted her approach by lowering her expectations and focusing on incremental progress (lines 26–38). Where : The setting was a private tutoring classroom where Lily taught Peng Hao ( Story ). Although details about Peng Hao’s home or school environment are not explicitly mentioned, his lack of motivation suggests an absence of effective study habits in those contexts. This is also relevant to Chinese culture, where parents often plan ahead for their children in various aspects, including academic tasks. ( STORY ). When : The story occurred during a two-hour summer vacation session, which was emotionally challenging for Lily. As she reflected, “During this summer vacation, he is the most hurtful student to me” (line 11, Story ). Over time, Lily adapted by lowering her expectations and focusing on small achievements, acknowledging that even minimal progress was worthwhile (lines 26–38). This adjustment reflects her evolving professional identity and her belief that teaching should not feel futile ( STORY ). 4.2 Short Story 2: Miss, I Finished My Test The story "Miss, I Finished My Test" is based on Ivy’s interaction with a student who had just completed an IELTS speaking test. This episode highlights the emotional support students seek from their teachers and Ivy’s perception of her role as both an educator and emotional mentor. Let’s take a scenario where a student has just completed their speaking test. They often come to me and share, "Teacher, I've just finished my speaking test. I was asked certain questions, and I feel like I did quite well," or "I feel I didn't perform well, I think I might have misunderstood a question. Could you help me review it? The examiner asked me this, and I responded like that. What do you think?" In such cases, I believe that investing in building a good relationship between teachers and students offers not just emotional returns but also adds value. For instance, it makes you feel needed by the students, and at the same time, you provide them with reassurance by affirming their responses, which can be quite comforting. In return, students also provide positive feedback; they thank you, and especially if they eventually achieve a good score, they come back to you excitedly to share the good news. At that moment, I feel like it’s a return on the investment made in building relationships with students. Who : Ivy is the primary character, interacting with students who seek emotional reassurance after their speaking tests. Her role extends beyond teaching as she becomes a mentor offering validation and encouragement. Ivy views this relationship-building as mutually beneficial, stating, “It makes you feel needed by the students, and at the same time, you provide them with reassurance” (lines 10–12, story ). Her belief in the importance of teacher-student relationships connects her experience to broader educational values ( STORY ). Where : The events occurred in two settings: the testing center where the speaking exams were conducted and a space (physical or virtual) where Ivy interacted with her students afterward. Whether in a classroom, office, or online platform, this relational space fostered trust and openness, allowing students to share their vulnerabilities (lines 3–8, Story ). When : In a Story level, the events took place immediately after the speaking tests, a time when students often feel insecure and seek reassurance from their teacher. Ivy’s responsiveness during these critical moments strengthened the teacher-student bond and reinforced her teaching philosophy. As she reflected, “At that moment, I feel like it’s a return on the investment made in building relationships with students” (line 16, story ). This cyclical pattern of emotional support and positive feedback has shaped Ivy’s professional identity and will likely continue to guide her teaching practices ( story and STORY ). Discussion 5.1 Being Emotionally Challenged in the Classroom The narratives highlight the intricate relationship between emotional encounters and tutors' perceptions of themselves as educators. Each tutor confronted unique student behaviors that created tension in their work, triggering emotional responses and agentic actions (Nguyen & Ngo, 2023). A significant aspect of this emotional challenge is the emotional labor (Hochschild, 1983) inherent in private tutoring. Hochschild originally defined emotional labor as the process of managing emotions to fulfill the emotional demands of a job. This involves regulating one’s feelings to display emotions that align with organizational goals, often commodifying emotional expressions to enhance service experiences. In education, although teachers’ emotional activities are not explicitly supervised, implicit emotional rules govern their behavior. These rules, conceptualized as "feeling rules" by Hochschild (1983), require teachers to regulate emotions carefully, displaying neither excessive nor insufficient emotional expressions. Winograd (2003) identifies specific emotional rules for teachers, which include showing enthusiasm for students, maintaining passion for the subject matter, avoiding extreme emotions, and demonstrating a sense of humor. Deviating from these norms may result in perceptions of unprofessionalism, making emotional regulation an integral aspect of teacher professionalism (Zembylas, 2005). In the short story "A Disengaged Student" , Lily’s experience with a disengaged student exemplifies these emotional challenges. Despite her frustration and stress, she could not choose to disengage or decline the session, as professionalism demanded her continued effort to create a positive learning environment. Lily’s emotional labor aligns with Hochschild’s (1983) "feeling rules," where private tutors, like other educators, are expected to regulate negative emotions such as anger, frustration, or impatience. These norms emphasize the tension between what one feels and what one ought to feel (Hochschild, 1983, p. 57). Lily’s case also demonstrates how emotional labor is intertwined with professional identity. She described the emotional toll of feeling that her efforts were futile, stating, “The most hurtful moment for a teacher is when you feel like you are doing something futile.” To mitigate this frustration, Lily adapted her teaching approach by lowering her expectations for the student and reducing the planned teaching content. By doing so, she minimized the emotional strain and refocused her efforts on achievable goals, enabling the student to gain at least partial benefit from the lessons. This adjustment reflects Hochschild’s concept of "deep acting," where individuals manage undesirable feelings by reinterpreting their emotional responses to align with professional norms. Through this process, Lily transformed her frustration into a sense of relief, demonstrating how emotional regulation is both a personal and professional strategy for managing challenging situations. 5.2 Emotional Capital and Emotional Rewards The concept of "emotional capital," rooted in Bourdieu’s (1977) framework, provides a valuable lens for understanding the role of emotions in educational settings. Emotional capital refers to the repertoire of emotional resources that individuals accumulate, circulate, and exchange within specific social contexts (Zembylas, 2020). In education, emotional capital is shaped by cultural norms that dictate which emotions are appropriate in certain roles and relationships. While some emotions can be freely expressed, others must be controlled or concealed, demonstrating how social, historical, and cultural factors influence emotional practices. Ivy’s narrative in "Miss, I Finished My Test" illustrates the dual nature of emotional labor—while emotionally demanding, it can also yield emotional rewards. Ivy described how students often sought immediate feedback and reassurance following their speaking tests, requiring her to invest significant emotional effort. However, the positive outcomes of these interactions, such as students achieving their desired scores and returning to share their excitement, provided Ivy with a sense of fulfillment and professional satisfaction. This aligns with Li’s (2022) findings, which suggest that private tutors often derive a sense of rejuvenation and purpose from their perceived effectiveness in supporting students’ needs. Similarly, Liu and Sammons (2021) emphasize the importance of building strong teacher-student relationships in Private Tutoring Institutions (PTIs). Their research highlights how PTI teachers prioritize the personal aspect of teaching, often finding emotional rewards in being liked and appreciated by students. Ivy’s deliberate effort to build rapport with her students reflects this emphasis. By creating a supportive and trusting environment, she not only addressed students’ emotional needs but also reinforced her own sense of professional identity. This reciprocal relationship between emotional labor and emotional rewards underscores the significance of emotional capital in shaping tutors’ professional experiences. Conclusion and Implications EFL private tutors face diverse emotional challenges in their practice, which play a significant role in shaping their personal and professional identity development. These challenges often stem from managing emotional labor, where tutors regulate their emotions to align with implicit "feeling rules" that define professionalism in education. For instance, tutors like Lily experience frustration when teaching disengaged students but adapt by lowering expectations and modifying teaching practices to alleviate emotional strain. This process reflects Hochschild’s (1983) concept of "deep acting," where tutors actively manage their emotional responses to uphold professional norms. While emotional labor is often unacknowledged and uncompensated, it remains a critical aspect of tutors’ roles, demanding patience, self-control, and resilience. At the same time, tutors accumulate "emotional capital" and derive "emotional rewards" from positive outcomes. Ivy’s case demonstrates how strong teacher-student relationships, built through emotional investment, can lead to moments of satisfaction and fulfillment. Such experiences not only validate tutors’ efforts but also enhance their professional identity, highlighting the dual nature of emotional labor—where challenges coexist with rewards. However, this study also reveals a lack of professional support for private tutors in the PST field. Unlike traditional schools, private tutoring institutions often lack formal structures for providing emotional or professional support. For example, as illustrated in "A Disengaged Student" , Lily sought emotional relief through a Feishu chat group, indicating the absence of institutional mechanisms to address her frustrations. This aligns with Li and De Costa’s (2017) findings, which suggest that private tutors often operate within ecological limitations that hinder their professional development. To address this gap, researchers working with private tutors should take a more active role in supporting them. Narrative techniques, such as storytelling and reflective journals, can provide tutors with opportunities to express and reflect on their experiences (Golombek & Johnson, 2004). Additionally, engaging tutors in self-reflection activities, such as stimulated recall sessions, can help them better understand their identity construction and navigate the emotional challenges of their roles. While this study offers valuable insights, its findings are limited by the small sample size, focusing on only two mid-career EFL tutors. Future research could involve a larger and more diverse group of participants, including tutors at different career stages, to provide a broader understanding of identity construction in the PST field. In addition, examining the transition from early- to mid-career stages could shed light on how early experiences shape current teaching practices. Given the high turnover rate in private tutoring, understanding these transitions is critical for addressing challenges faced by early-career tutors, who often encounter a "sink-or-swim" phase (Varah, Theune, & Parker, 1986). Declarations Availability of data and materials The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request. Competing interests The authors declare that they have no competing interests Funding This research did not receive funding from any public, commercial, or non-profit organization. Authors' contributions ZHOU, Congling wrote the manuscript, prepared figures and reviewed the manuscript. Acknowledgements Not applicable Authors' information ZHOU Congling is an EdD student in English Language Education at the Education University of Hong Kong. Before pursuing her doctoral studies, she taught English as a foreign language at various English Private Tutoring (EPT) centers in China. Her research interests include teacher identity in language learning and teaching, language teacher investment, and language teacher emotions. References Allen, D. (2016). Japanese cram schools and entrance exam washback. 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An activity theory perspective on Vietnamese preservice English teachers’ identity construction in relation to tensions, emotion and agency. Language Teaching Research . https://doi.org/10.1177/13621688221151046 Nichols, S. L., Schutz, P. A., Rodgers, K., & Bilica, K. (2017). Early career teachers’ emotion and emerging teacher identities. Teachers and teaching , 23 (4), 406-421. Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), 409-429. Norton, B. (2013). Identity and language learning: Extending the conversation (2nd ed.). Multilingual Matters. Nias, J. (1989). Primary teachers talking: A study of teaching and work. Routledge. Nias, J. (1993). Changing times, changing identities: Grieving for a lost self. In R. G. Burgess (Ed.), Educational research and evaluation: For policy and practice? (pp. 139-156). The Falmer Press. Nias, J. (1996). Thinking about feeling: The emotions in teaching. Cambridge Journal of Education, 26, 293-306. Pennington, M. C., & Richards, J. C. (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC journal , 47 (1), 5-23. Richards, J. C. (2015). The changing face of language learning: Learning beyond the classroom. RELC Journal, 46(1), 5-22. Rose, N. S. (1990). Governing the soul: The shaping of the private self. Routledge. Rosiek, J. (2003). Emotional scaffolding: An exploration of the teacher knowledge at the intersection of student emotion and the subject matter. Journal of Teacher Education, 54 (5), 399–412. https://doi.org/10.1177/0022487103257089 Schutz, P. A., & Zembylas, M. (2009). Introduction to advances in teacher emotion research: The impact on teachers’ lives. In Advances in teacher emotion research (pp. 3-11). Springer US. Song, J. (2020). Teacher emotion as pedagogy: The role of emotions in negotiating pedagogy and teacher identity. In Language teacher identity in TESOL (pp. 181–196). Routledge. Vainio, L. (2013). Ethical issues in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (4th ed., pp. 547-561). SAGE. Varah, L. J., Theune, W. S., & Parker, L. (1986). Beginning teachers: Sink or swim?. Journal of teacher education , 37 (1), 30-34. Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4(1), 21-44. Winograd K. (2003). The functions of teacher emotions: The good, the bad, and the ugly. Teachers College Record, 105(9):1641-1673. Wolff, D., & De Costa, P. I. (2017). Expanding the language teacher identity landscape: An investigation of the emotions and strategies of a NNEST. The Modern Language Journal, 101 (S1), 76–90. https://doi.org/10.1111/modl.12371 Xiong, T., & Li, Y. (2020). The impact of language choice in qualitative interviews: Reflections on English-Chinese bilingual research. Qualitative Research, 20(4), 456-473. https://doi.org/10.1177/1468794119885037. Xiong, T., Li, Q., & Hu, G. (2022). Teaching English in the shadow: Identity construction of private English language tutors in China. Discourse: Studies in the Cultural Politics of Education, 43(1), 73-85. Yang, S., Shu, D., & Yin, H. (2021). ‘Frustration drives me to grow’: Unraveling EFL teachers' emotional trajectory interacting with identity development. Teaching and Teacher Education, 105 , 103420. https://doi.org/10.1016/j.tate.2021.103420 Yuan, R. (2023). Taking up EMI in higher education: The complexities of teacher emotions. Journal of Language, Identity & Education, 22(6), 673-682. https://doi.org/10.1080/15348458.2022.1955362 Yuan, R., & Lee, I. (2015). The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme. Research Papers in Education , 30 (4), 469-491. Yung, K. W. H., & Hajar, A. (2023). Private Tutoring: A Global Phenomenon in ELT. In International Perspectives on English Private Tutoring: Theories, Practices, and Policies (pp. 1-14). Cham: Springer International Publishing. Yung, K. W. H., & Yuan, R. (2020). ‘The most popular star-tutor of English’: Discursive construction of tutor identities in shadow education. Discourse: Studies in the Cultural Politics of Education, 41(1), 153–168. https://doi.org/10.1080/01596306.2018.1488241 Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching, 9(3), 213-238. https://doi.org/10.1080/13540600309378 Zembylas, M. (2005). Discursive practices, genealogies, and emotional rules: A poststructuralist view on emotion and identity in teaching. Teaching and Teacher Education, 21(8), 935-948. https://doi.org/10.1016/j.tate.2005.06.005 Zembylas, M. (2020). Emotional capital and education: Theoretical insights from Bourdieu. In Bourdieu and Education (pp. 41-61). Routledge. Table 1 Table 1 is available in the Supplementary Files section. Additional Declarations No competing interests reported. Supplementary Files Appendix.docx Table1.docx Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. 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-6687947","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":462402788,"identity":"17429f70-7c79-45d0-9fdb-106fe8165479","order_by":0,"name":"ZHOU Congling","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA6klEQVRIiWNgGAWjYDACZsYGgw8VNvX8IA4PwwEDBgk2AlrYmRsKZ5xJS5BsIFoLP3vDZ862wwkGB4jVIt/M2LiZse1wnvH5A4wP3rbdMWaQbkvAq8XgMGOzccG59GKzGwnMhnPbnpkxyBw7gF8LM2Ob8Ywya8ZtNxjYpHnbDtswSKQ3EHJY+28eNmbGzf0H2H8TpYXhMGODMU+bc+IGhgQ2ZqAWMwaJNAIOA2oxBAayscSNxGbJOecOG7NJpCXgd1j/8QegqJTj7z988MObssOG/RJpBvgdhgCMEC8QishRMApGwSgYBUQAAK0dSjUT6WxWAAAAAElFTkSuQmCC","orcid":"","institution":"The Education University of Hong Kong","correspondingAuthor":true,"prefix":"","firstName":"ZHOU","middleName":"","lastName":"Congling","suffix":""}],"badges":[],"createdAt":"2025-05-17 15:38:12","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6687947/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6687947/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":83556783,"identity":"6b085f4f-4402-4bca-aba6-9927ac0033d6","added_by":"auto","created_at":"2025-05-28 12:08:30","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":618327,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6687947/v1/fc7ce45a-1cd5-487d-8333-6b5d3ef291c5.pdf"},{"id":83556524,"identity":"c2c21d98-6e30-4ee6-84ae-2aeaf51dff21","added_by":"auto","created_at":"2025-05-28 12:00:27","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":457692,"visible":true,"origin":"","legend":"","description":"","filename":"Appendix.docx","url":"https://assets-eu.researchsquare.com/files/rs-6687947/v1/2caad83e89be9a2696eb3c2b.docx"},{"id":83556523,"identity":"7e95fdff-812b-4779-b811-2c501e4f9fb9","added_by":"auto","created_at":"2025-05-28 12:00:26","extension":"docx","order_by":2,"title":"","display":"","copyAsset":false,"role":"supplement","size":52577,"visible":true,"origin":"","legend":"","description":"","filename":"Table1.docx","url":"https://assets-eu.researchsquare.com/files/rs-6687947/v1/58dbc0a48f99118827e3ebcb.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"The Role of Emotion in Identity Construction: Short Stories of Two EFL Private Tutors in China","fulltext":[{"header":"Introduction","content":"\u003cp\u003eIn recent years, the global expansion of private supplementary tutoring (PST), often referred to as \u0026quot;shadow education,\u0026quot; has garnered significant attention in educational research (Bray, 2009; Zhang \u0026amp; Bray, 2021). As a prominent subset of PST, English Private Tutoring (EPT) plays a critical role in supporting learners\u0026rsquo; academic and professional aspirations, particularly in regions where English is not the first language. In China, EPT has become a thriving industry fueled by parental expectations and the increasing demand for international standardized examinations such as the IELTS and TOEFL. However, the rapid growth of this sector has also raised questions about the professional practices and identity formation of private tutors, who operate outside the structured environment of formal schooling. Unlike schoolteachers, private tutors often work in isolation, facing unique emotional and professional challenges that are rarely addressed in existing research.\u003c/p\u003e\n\u003cp\u003eThe theoretical foundation for this study lies in the intersection of teacher identity, emotional labor, and the role of emotions in educational settings. Teacher identity, as conceptualized in recent literature, is not a static or singular construct but rather a dynamic process shaped by social, cultural, and institutional discourses (Li, 2022; Varghese, Morgan, \u0026amp; Johnston, 2005). It involves the ongoing negotiation of self-perceptions and professional roles within specific social contexts. In the context of private tutoring, identity construction is further complicated by the lack of institutional support and the emotionally charged nature of tutor-student relationships. Emotional labor, a concept introduced by Hochschild (1983), provides a useful lens for examining how tutors regulate their emotions to meet implicit \u0026quot;feeling rules\u0026quot; that define professionalism in education. These rules, which require teachers to maintain emotional self-control and project enthusiasm, often lead to significant emotional strain, particularly when tutors encounter unmotivated or challenging students. At the same time, the concept of \u0026quot;emotional capital\u0026quot; (Bourdieu, 1977; Zembylas, 2020) highlights how tutors derive emotional rewards, such as fulfillment and validation, from positive interactions with students.\u003c/p\u003e\n\u003cp\u003eDespite the growing body of research on teacher identity and emotions in formal school settings (e.g., Zembylas, 2005; Day \u0026amp; Qing, 2009), there is a notable gap in understanding how these dynamics unfold in the PST context. Private tutors face distinct emotional and professional challenges, including managing student disengagement, navigating parental expectations, and fostering strong teacher-student relationships without institutional frameworks or peer support. These challenges are particularly pronounced for mid-career tutors, who must balance emotional resilience with the demands of their professional roles.\u0026nbsp;\u003c/p\u003e"},{"header":"Literature Review","content":"\u003cp\u003e\u003cstrong\u003e2.1 English Private Tutoring (EPT)\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn many educational systems, English is regarded as a core academic subject, whether it is taught as a first language or as English as an Additional Language (EAL). However, some English Private Tutoring (EPT) programs deviate from strictly aligning with the mainstream academic curriculum. For instance, certain EPT programs focus exclusively on enhancing English proficiency for practical communication rather than exam preparation. An illustrative example is the provision of business English courses by private tutors for adult learners. In these contexts, English is approached not merely as an academic subject but as a language in its own right. This distinction challenges traditional views of academic subjects and supplementary education, as such EPT offerings do not necessarily align with the structured school curriculum (Yung \u0026amp; Hajar, 2023).\u003c/p\u003e\n\u003cp\u003eAnother example is specialized tutorial courses designed to prepare students for international standardized tests, such as the International English Language Testing System (IELTS), the Test of English as a Foreign Language (TOEFL), and the Scholastic Aptitude Test (SAT). These courses, often provided by tutorial companies (Allen, 2016; Buchmann, Condron \u0026amp; Roscigno, 2010; Jeon \u0026amp; Choe, 2018), differ from those aimed at preparing students for national English exams. They are particularly favored by senior secondary students who believe high test scores will enhance their university admission prospects. This study aligns with this context, focusing on tutors who provided PST programs designed to prepare tutees for specific gatekeeping tests, such as IELTS and TOEFL.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.2 Teacher Identity\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eRecent trends in teacher identity research have shifted from sociocultural and sociopolitical approaches to a poststructuralist perspective (Li, 2022). Adopting this view, I conceptualize identity as a dynamic locus in which individuals negotiate their self-understanding and relational positioning with others. Rather than perceiving identity as static or singular, I align with the perspective that identity is multifaceted and contested, constructed within the realm of discourse (Varghese, Morgan, \u0026amp; Johnston, 2005). Identity transcends physical and societal characteristics, undergoing contextual shifts that allow individuals to alternate between roles\u0026mdash;manifesting as educators in academic settings, collaborators among peers in faculty lounges, and family members in domestic spheres (Pennington \u0026amp; Richards, 2016).\u003c/p\u003e\n\u003cp\u003eMoreover, identity encompasses both self-perception and the way individuals project themselves to others, a process outlined by Richards (2015). This self-conception is shaped not only by personal reflection but also by cultural expectations of what is deemed \u0026quot;appropriate\u0026quot; behavior. Identity\u0026rsquo;s fluidity arises through ongoing interactions, subject to affirmation or contestation within the stratifications and networks of social relationships (Norton, 1997; Varghese et al., 2005). Its formation is influenced by both personal values and the constraints of social environments.\u003c/p\u003e\n\u003cp\u003eBuilding on these perspectives, Barcelos (2015) suggests that an ecological perspective is particularly effective in understanding teacher identity. This perspective operates on two levels: first, it posits that identity emerges from the continuous process of interpreting and reinterpreting life experiences across past, present, and future contexts; second, it emphasizes that these interpretations are invariably shaped by the individual\u0026apos;s immediate social environment, highlighting the contextual nature of identity construction.\u003c/p\u003e\n\u003cp\u003eThus, teacher identity can be succinctly defined using Clark\u0026rsquo;s (2008, p. 8) statement: \u003cem\u003e\u0026ldquo;Identity references individuals\u0026rsquo; knowledge and naming of themselves, as well as others\u0026rsquo; recognition of them as a particular sort of person. The emphasis in work that conceptualizes learning to teach as the development of a teacher identity, rather than on the acquisition of a set of skills and techniques, is an ongoing process of \u0026lsquo;becoming.\u0026rsquo;\u0026rdquo;\u003c/em\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.3 Emotion and Identity\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEmotion, or the affective dimension, plays a pivotal role in shaping educators\u0026apos; professional lives and pedagogical practices. It can be understood as a form of psychic energy that fundamentally influences what individuals value and prioritize (Harding \u0026amp; Pribram, 2004, p. 873). Research highlights the significance of emotions in shaping educators\u0026apos; professional identities (e.g., Schutz \u0026amp; Zembylas, 2009) and their role in exercising agency throughout this process. The ability to understand and regulate both personal and interpersonal emotions is critical to teachers\u0026apos; professional identity, particularly as they navigate complex, and sometimes adversarial, environments in classrooms, staff rooms, and broader institutional settings (Day, 2018). Emotions serve as connectors between thoughts, judgments, and beliefs, acting as cohesive agents of identity. As Haviland and Kahlbaugh (1993) argue, emotions imbue experiences with meaning, playing a vital role in how individuals interpret and organize their realities.\u003c/p\u003e\n\u003cp\u003eThe formation of teacher identity involves both individual and social practices, requiring ongoing interaction between personal experiences and societal influences. This interplay is inherently dialogic, with emotion serving as a critical component. Rose (1990) asserts that emotions are not merely individual responses to isolated incidents but are shaped and moderated within social norms, community expectations, legal frameworks, family responsibilities, and religious teachings. In education, teachers\u0026apos; emotional experiences are deeply intertwined with power dynamics, agency, and emotional constraints, all of which influence discursive practices (Yuan, 2023). Similarly, Nias (1989, 1993, 1996) emphasizes the need to explore teachers\u0026apos; emotional experiences, arguing that teaching extends beyond technical expertise to encompass significant personal dimensions. According to Nias, teachers integrate their personal selves deeply into their professional practice, thereby intertwining personal and professional identities.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.4 Studies of Language Teacher Emotions\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWolff and De Costa (2017) investigated how an NNEST (non-native English-speaking teacher) participant navigated and overcame emotional challenges during her first year in a U.S.-based MATESL program. Using interviews, teaching observations, journal entries, and stimulated verbal and written reports, they discovered that emotional tensions were integral to teacher identity development, particularly for NNESTs. Their findings highlighted how the participant addressed these emotional challenges constructively, which could inform the development of pedagogical models aimed at fostering reflexivity and equipping NNESTs to handle emergent professional challenges. Similarly, Song (2018) conducted a case study to explore the emotional experiences of a pre-service ESL teacher during her teaching internship. The study specifically investigated how the teacher employed emotional scaffolding (Meyer \u0026amp; Turner, 2007; Rosiek, 2003) to elicit and guide emotional responses in students, thereby facilitating second language (L2) acquisition. The findings revealed that the focal participant fostered a sense of security among her students by implementing targeted pedagogical strategies. Both this study and earlier research have emphasized the centrality of teacher emotion to teacher identity, underscoring that teaching is fundamentally an emotional practice (Hargreaves, 2000).\u003c/p\u003e\n\u003cp\u003eWhen it comes to emotional labor, Nazara and Karimpour (2021) explored the relationship between emotional labor and the construction of English language teachers\u0026rsquo; professional identities in Iran. Framed within activity theory, their study demonstrated how institutional regulations shape teachers\u0026rsquo; emotional labor and multifaceted identities. They found that the hierarchical, top-down nature of schools created tensions between institutional expectations and teachers\u0026rsquo; personal understandings of their roles. To address these conflicts, the authors recommended gradual policy reforms to reduce institutional pressures and transform emotional labor into a space for mutual emotional engagement. Focusing on a broader spectrum of teaching careers, Yang, Shu, and Yin (2021) examined the interaction between identity and emotion among EFL teachers across different career stages. Using the Dynamic System Model of Role Identity as a theoretical framework, qualitative interviews with three EFL teachers at Chinese universities revealed a developmental trajectory characterized by three stages: surviving, striving, and thriving. The research highlights how teachers\u0026rsquo; intricate interactions are grounded in action, expressed within a temporal framework, and shaped by sociocultural contexts, collectively offering a comprehensive perspective for investigating how EFL teachers\u0026apos; identities, emotions, and actions interact throughout the trajectory of their careers.\u003c/p\u003e\n\u003cp\u003eAlthough research on language teacher emotions has increasingly focused on pre-service teachers and mid-to-late-career teachers in recent years, to the best of my knowledge, no existing studies have specifically addressed the emotions of mid-career EFL teachers working in the PST field. Given their emotional experiences and potential challenges, these teachers are equally, if not more, susceptible to emotional labor and feeling rules. Therefore, building on previous studies and employing the theoretical framework outlined earlier, this study seeks to address the following research question: \u003cem\u003eHow do the emotional challenges faced by mid-career English private tutors during their tutoring practice impact and shape their personal and professional identities?\u003c/em\u003e\u003c/p\u003e"},{"header":"Methodology","content":"\u003cp\u003e\u003cstrong\u003e3.1 Narrative Inquiry\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study employs a narrative inquiry framework to explore identity construction through the commonplaces of temporality, sociality, and place (Connelly \u0026amp; Clandinin, 2006). The complexity of private tutors\u0026apos; identities surpasses the capabilities of quantitative methods, which rely on static variables (Norton, 2013). A qualitative approach, with its emphasis on depth and meaning, is more suitable for examining the subjective and dynamic nature of identity. By utilizing narrative inquiry, this study investigates the lived experiences of private tutors, shedding light on both the personal and professional dimensions of their identities. Freeman (1996) underscores that the inner worlds of educators are best accessed through methodologies that examine their cognitive and experiential dimensions. Narrative inquiry facilitates this by analyzing the individual, educational, and sociocultural factors that influence identity. Furthermore, narrative approaches are particularly effective in addressing emotions and teacher identity, as they explore not only \u003cem\u003ewho\u003c/em\u003e one is but also \u003cem\u003ewhen\u003c/em\u003e, \u003cem\u003ewhere\u003c/em\u003e, and \u003cem\u003ehow\u003c/em\u003e identity is constructed and understood (Zembylas, 2003).\u003c/p\u003e\n\n\u003cp\u003e\u003cstrong\u003e3.2 The Research Site\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was conducted at an English Private Tutoring (EPT) company in a major city in mainland China, referred to here by the pseudonym \u0026quot;Language Bridge.\u0026quot; The company is representative of typical privately owned EPTs in the region, specializing in preparing students for international standardized exams such as IELTS and TOEFL.\u003c/p\u003e\n\n\u003cp\u003e\u003cstrong\u003e3.3 The Participants\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study is based on a larger project with six EFL private tutors investigating their personal and professional identity construction through the lens of investment, agency and emotion. Since the current study primary focuses on the interaction between emotion and identity construction, the sample of this study comprised two full-time tutors at Language Bridge (see Table 1 for biographical details), both native Mandarin speakers from mainland China. At the time of the study (2024), both participants were in their mid-thirties and had extensive experience as English private tutors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.4 Data Collection\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe primary data collection method was one-on-one, in-depth, semi-structured interviews. These interviews were conducted in two rounds: an initial comprehensive round lasting approximately 90 minutes and a follow-up round of 30\u0026ndash;40 minutes for clarification. Additionally, informal conversations were held to complement the formal interviews, refine insights, and validate findings through iterative questioning. To ensure participants\u0026rsquo; comfort and encourage detailed narratives, interviews were conducted in Mandarin, the participants\u0026rsquo; native language (Xiong \u0026amp; Li, 2020). Open-ended prompts such as \u0026ldquo;Tell me about\u0026hellip;\u0026rdquo; were used to elicit narratives. All interviews were audio-recorded, transcribed verbatim, and translated into English by the researcher.\u003c/p\u003e\n\n\u003cp\u003e\u003cstrong\u003e3.5 Data Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eData were represented as short stories and analyzed using Barkhuizen\u0026rsquo;s (2016) Short Story Analysis model. This model examines narratives across different scales, from personal experiences (micro-level) to broader social implications (macro-level), addressing both the content and context of narratives. The content dimension focuses on the \u003cem\u003ewho\u003c/em\u003e, \u003cem\u003ewhere\u003c/em\u003e, and \u003cem\u003ewhen\u003c/em\u003e of the narratives, identifying characters, spatial settings, and temporal aspects.\u003c/p\u003e\n\u003cp\u003eThe context dimension explores narratives across ideological strata, progressing from individual stories to broader social and institutional contexts. Barkhuizen (2019) outlines three interconnected levels of narrative, or \u0026quot;scales of contexts,\u0026quot; which align with the Douglas Fir Group\u0026rsquo;s (2016) transdisciplinary framework for L2 learning:\u003c/p\u003e\n\u003col start=\"1\" type=\"1\"\u003e\n\u003cli\u003e\u003cstrong\u003eStory\u003c/strong\u003e: Focuses on narrators\u0026rsquo; inner thoughts, emotions, and immediate social interactions. Temporal and spatial scales at this level are confined, and relationships are intimate, granting teachers greater agency to influence their immediate social structures.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eStory\u003c/strong\u003e: Explores interactions with colleagues and communities. At this level, teachers\u0026rsquo; agency is more constrained by institutional and community-level structures, which are more entrenched and resistant to change.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eSTORY\u003c/strong\u003e: Addresses overarching ideological structures, including cultural, political, and economic domains. At this macro-level, teachers have minimal control over systemic factors shaping their practices and their learners\u0026rsquo; experiences.\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003eThe interplay between content and context creates a narrative space where participants articulate, interpret, and reimagine their experiences (Barkhuizen, 2016). This layered analysis provides a comprehensive understanding of how personal and professional identities are constructed and negotiated. To ensure the reliability and validity of the findings, member checking was implemented by sharing analysis summaries with participants to verify interpretations.\u003c/p\u003e\n\u003cp\u003eThe findings were presented as short stories, illustrating how individual experiences shaped private tutors\u0026rsquo; personal and professional identities. The narratives were analyzed through the interplay of content (\u003cem\u003ewho\u003c/em\u003e, \u003cem\u003ewhere\u003c/em\u003e, and \u003cem\u003ewhen\u003c/em\u003e) and context (\u003cem\u003estory\u003c/em\u003e, \u003cem\u003eStory\u003c/em\u003e, and \u003cem\u003eSTORY\u003c/em\u003e), highlighting how these dimensions influenced identity construction. Each narrative was quoted directly from interview data and presented line-by-line to enable detailed analysis. The analysis was systematically organized by content dimensions, followed by an examination of the broader contextual scales in which the narratives occurred.\u003c/p\u003e\n\n\u003cp\u003e\u003cstrong\u003e3.6 Ensuring Trustworthiness\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEnsuring trustworthiness in qualitative research is critical, particularly as participants\u0026rsquo; narratives may be shaped by emotional involvement, leading to selective or distorted recollections (Barbour, 2008). This study adopts the perspective that if participants perceive events as real, then their consequences are also real (Beauchamp \u0026amp; Thomas, 2009). To foster trust, openness, and honesty, extended interactions were conducted to co-construct personal stories with participants (Barkhuizen, 2022). As an experienced private tutor, I leveraged my insider perspective to gain deeper insights while maintaining objectivity, creating a supportive environment for participants to share their narratives. To ensure accuracy, participants reviewed the findings section and offered feedback and reflections.\u003c/p\u003e\n\n\u003cp\u003e\u003cstrong\u003e3.7 Ethical Considerations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research adhered to strict ethical principles, prioritizing participants\u0026rsquo; rights, informed consent, confidentiality, and minimizing harm (Vainio, 2013). Pseudonyms were used throughout to protect participants\u0026rsquo; identities.\u003c/p\u003e"},{"header":"Findings","content":"\u003cp\u003eThis section presents two short stories extracted from the interview data to illustrate how two EFL private tutors constructed their personal and professional identities in relation to their emotional encounters.\u003c/p\u003e\n\n\u003cp\u003e\u003cstrong\u003e4.1 Short Story 1: A Disengaged Student\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe story \u003cem\u003e\u0026quot;A Disengaged Student\u0026quot;\u003c/em\u003e is based on Lily\u0026rsquo;s experience with an unmotivated student named Peng Hao. This critical incident had a significant emotional impact on Lily, leaving her feeling futile and exhausted. However, it also led her to adapt her teaching methods and expectations, fostering a more empathetic approach as a private tutor.\u003c/p\u003e\n\u003col start=\"1\" type=\"1\"\u003e\n\u003cli\u003eThere is a student called Peng Hao.\u003c/li\u003e\n\u003cli\u003eHe\u0026apos;s purely in class just to pass the time.\u003c/li\u003e\n\u003cli\u003eHe would constantly watch the time.\u003c/li\u003e\n\u003cli\u003eHe would say, \u0026quot;Half an hour, OK, hold on, another one and a half hours to go.\u0026quot;\u003c/li\u003e\n\u003cli\u003eHe would constantly watch the clock.\u003c/li\u003e\n\u003cli\u003eThen, I would say to him, \u0026quot;What exactly are you doing in class?\u003c/li\u003e\n\u003cli\u003eIf not interested, just quit studying.\u003c/li\u003e\n\u003cli\u003eYou are wasting time and money.\u0026quot;\u003c/li\u003e\n\u003cli\u003eHe would respond, \u0026quot;It won\u0026apos;t do. I still have to study.\u003c/li\u003e\n\u003cli\u003eMy dad made me come here to study; otherwise, he would have me take some other classes.\u0026quot;\u003cbr\u003e ...\u003c/li\u003e\n\u003cli\u003eThat\u0026apos;s why, during this summer vacation, he is the most hurtful student to me.\u003c/li\u003e\n\u003cli\u003eAfter he finished his classes for the summer vacation,\u003c/li\u003e\n\u003cli\u003eI said in the Feishu group (the online chat group for teachers),\u003c/li\u003e\n\u003cli\u003e\u0026quot;It was over, tossed flowers,\u003c/li\u003e\n\u003cli\u003eand finally there were no more classes with him.\u0026quot;\u003c/li\u003e\n\u003cli\u003eYeah, in terms of my emotions as a teacher, then I\u0026apos;m the most hurt.\u003c/li\u003e\n\u003cli\u003eBecause, you see, Teacher Zhu, you\u0026apos;ve also been doing this for so long,\u003c/li\u003e\n\u003cli\u003eThe most hurtful thing is\u003c/li\u003e\n\u003cli\u003ewhen you feel like you are doing something futile;\u003c/li\u003e\n\u003cli\u003eit\u0026apos;s deadly hurtful to you.\u003c/li\u003e\n\u003cli\u003eThen at first, you feel,\u003c/li\u003e\n\u003cli\u003e\u0026quot;Why am I doing this job?\u003c/li\u003e\n\u003cli\u003eWhy be a teacher?\u003c/li\u003e\n\u003cli\u003eIt\u0026apos;s such a torment.\u0026quot;\u003c/li\u003e\n\u003cli\u003eHowever, the student really has no motivation to study, yet you still have to complete these two hours of class; it\u0026apos;s torment for him and for you too.\u003c/li\u003e\n\u003cli\u003eLater, all I can say is manage your own expectations well.\u003c/li\u003e\n\u003cli\u003eHe\u0026apos;s here; don\u0026apos;t expect to teach him as much as other students.\u003c/li\u003e\n\u003cli\u003eSo, lower your own expectations,\u003c/li\u003e\n\u003cli\u003ejust let him take away a little (knowledge) from each lesson.\u003c/li\u003e\n\u003cli\u003eIf he wants to talk about something else,\u003c/li\u003e\n\u003cli\u003eI will chat with him for a bit (in the class).\u003c/li\u003e\n\u003cli\u003eAnd through the process of chatting with him, I will use the topics from our chats\u003c/li\u003e\n\u003cli\u003ewhen giving examples or doing exercises.\u003c/li\u003e\n\u003cli\u003eThat is, lowering your expectations about the amount of content you teach.\u003c/li\u003e\n\u003cli\u003eOriginally, for example, you might plan to cover 10 points in this lesson.\u003c/li\u003e\n\u003cli\u003eThis student might not even cover 5; I would be fine if I can cover 3,\u003c/li\u003e\n\u003cli\u003eand spend the other time chatting with him,\u003c/li\u003e\n\u003cli\u003eor giving some very simple examples; it\u0026apos;s okay to progress slower.\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003e\u003cstrong\u003eWho\u003c/strong\u003e: The main characters are Lily and her student, Peng Hao. In the \u003cem\u003eStory\u003c/em\u003e level, Peng Hao was unmotivated and attended lessons only because his father forced him to do so (lines 9\u0026ndash;10). His behavior, such as constantly checking the time (lines 3\u0026ndash;5), frustrated Lily and made her question her role as a teacher. She described the emotional toll, stating, \u0026ldquo;The most hurtful thing is when you feel like you are doing something futile; it\u0026rsquo;s deadly hurtful to you\u0026rdquo; (lines 18\u0026ndash;20). Despite her initial frustration and self-doubt\u0026mdash;questioning, \u0026ldquo;Why am I doing this job? Why be a teacher?\u0026rdquo; (lines 22\u0026ndash;24)\u0026mdash;Lily eventually adjusted her approach by lowering her expectations and focusing on incremental progress (lines 26\u0026ndash;38).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eWhere\u003c/strong\u003e: The setting was a private tutoring classroom where Lily taught Peng Hao (\u003cem\u003eStory\u003c/em\u003e). Although details about Peng Hao\u0026rsquo;s home or school environment are not explicitly mentioned, his lack of motivation suggests an absence of effective study habits in those contexts. This is also relevant to Chinese culture, where parents often plan ahead for their children in various aspects, including academic tasks. (\u003cem\u003eSTORY\u003c/em\u003e).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eWhen\u003c/strong\u003e: The story occurred during a two-hour summer vacation session, which was emotionally challenging for Lily. As she reflected, \u0026ldquo;During this summer vacation, he is the most hurtful student to me\u0026rdquo; (line 11, \u003cem\u003eStory\u003c/em\u003e). Over time, Lily adapted by lowering her expectations and focusing on small achievements, acknowledging that even minimal progress was worthwhile (lines 26\u0026ndash;38). This adjustment reflects her evolving professional identity and her belief that teaching should not feel futile (\u003cem\u003eSTORY\u003c/em\u003e).\u003c/p\u003e\n\n\u003cp\u003e\u003cstrong\u003e4.2 Short Story 2: Miss, I Finished My Test\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe story \u003cem\u003e\u0026quot;Miss, I Finished My Test\u0026quot;\u003c/em\u003e is based on Ivy\u0026rsquo;s interaction with a student who had just completed an IELTS speaking test. This episode highlights the emotional support students seek from their teachers and Ivy\u0026rsquo;s perception of her role as both an educator and emotional mentor.\u003c/p\u003e\n\u003col start=\"1\" type=\"1\"\u003e\n\u003cli\u003eLet\u0026rsquo;s take a scenario where a student has just completed their speaking test.\u003c/li\u003e\n\u003cli\u003eThey often come to me and share, \u0026quot;Teacher, I\u0026apos;ve just finished my speaking test.\u003c/li\u003e\n\u003cli\u003eI was asked certain questions, and I feel like I did quite well,\u0026quot;\u003c/li\u003e\n\u003cli\u003eor \u0026quot;I feel I didn\u0026apos;t perform well,\u003c/li\u003e\n\u003cli\u003eI think I might have misunderstood a question.\u003c/li\u003e\n\u003cli\u003eCould you help me review it?\u003c/li\u003e\n\u003cli\u003eThe examiner asked me this, and I responded like that.\u003c/li\u003e\n\u003cli\u003eWhat do you think?\u0026quot;\u003c/li\u003e\n\u003cli\u003eIn such cases, I believe that investing in building a good relationship between teachers and students offers not just emotional returns but also adds value.\u003c/li\u003e\n\u003cli\u003eFor instance, it makes you feel needed by the students,\u003c/li\u003e\n\u003cli\u003eand at the same time, you provide them with reassurance by affirming their responses,\u003c/li\u003e\n\u003cli\u003ewhich can be quite comforting.\u003c/li\u003e\n\u003cli\u003eIn return, students also provide positive feedback; they thank you,\u003c/li\u003e\n\u003cli\u003eand especially if they eventually achieve a good score,\u003c/li\u003e\n\u003cli\u003ethey come back to you excitedly to share the good news.\u003c/li\u003e\n\u003cli\u003eAt that moment, I feel like it\u0026rsquo;s a return on the investment made in building relationships with students.\u003c/li\u003e\n\u003c/ol\u003e\n\n\u003cp\u003e\u003cstrong\u003eWho\u003c/strong\u003e: Ivy is the primary character, interacting with students who seek emotional reassurance after their speaking tests. Her role extends beyond teaching as she becomes a mentor offering validation and encouragement. Ivy views this relationship-building as mutually beneficial, stating, \u0026ldquo;It makes you feel needed by the students, and at the same time, you provide them with reassurance\u0026rdquo; (lines 10\u0026ndash;12, \u003cem\u003estory\u003c/em\u003e). Her belief in the importance of teacher-student relationships connects her experience to broader educational values (\u003cem\u003eSTORY\u003c/em\u003e).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eWhere\u003c/strong\u003e: The events occurred in two settings: the testing center where the speaking exams were conducted and a space (physical or virtual) where Ivy interacted with her students afterward. Whether in a classroom, office, or online platform, this relational space fostered trust and openness, allowing students to share their vulnerabilities (lines 3\u0026ndash;8, \u003cem\u003eStory\u003c/em\u003e).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eWhen\u003c/strong\u003e: In a \u003cem\u003eStory\u003c/em\u003e level, the events took place immediately after the speaking tests, a time when students often feel insecure and seek reassurance from their teacher. Ivy\u0026rsquo;s responsiveness during these critical moments strengthened the teacher-student bond and reinforced her teaching philosophy. As she reflected, \u0026ldquo;At that moment, I feel like it\u0026rsquo;s a return on the investment made in building relationships with students\u0026rdquo; (line 16, \u003cem\u003estory\u003c/em\u003e). This cyclical pattern of emotional support and positive feedback has shaped Ivy\u0026rsquo;s professional identity and will likely continue to guide her teaching practices (\u003cem\u003estory and STORY\u003c/em\u003e).\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003e\u003cstrong\u003e5.1 Being Emotionally Challenged in the Classroom\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe narratives highlight the intricate relationship between emotional encounters and tutors\u0026apos; perceptions of themselves as educators. Each tutor confronted unique student behaviors that created tension in their work, triggering emotional responses and agentic actions (Nguyen \u0026amp; Ngo, 2023). A significant aspect of this emotional challenge is the emotional labor (Hochschild, 1983) inherent in private tutoring. Hochschild originally defined emotional labor as the process of managing emotions to fulfill the emotional demands of a job. This involves regulating one\u0026rsquo;s feelings to display emotions that align with organizational goals, often commodifying emotional expressions to enhance service experiences.\u003c/p\u003e\n\u003cp\u003eIn education, although teachers\u0026rsquo; emotional activities are not explicitly supervised, implicit emotional rules govern their behavior. These rules, conceptualized as \u0026quot;feeling rules\u0026quot; by Hochschild (1983), require teachers to regulate emotions carefully, displaying neither excessive nor insufficient emotional expressions. Winograd (2003) identifies specific emotional rules for teachers, which include showing enthusiasm for students, maintaining passion for the subject matter, avoiding extreme emotions, and demonstrating a sense of humor. Deviating from these norms may result in perceptions of unprofessionalism, making emotional regulation an integral aspect of teacher professionalism (Zembylas, 2005).\u003c/p\u003e\n\u003cp\u003eIn the short story \u003cem\u003e\u0026quot;A Disengaged Student\u0026quot;\u003c/em\u003e, Lily\u0026rsquo;s experience with a disengaged student exemplifies these emotional challenges. Despite her frustration and stress, she could not choose to disengage or decline the session, as professionalism demanded her continued effort to create a positive learning environment. Lily\u0026rsquo;s emotional labor aligns with Hochschild\u0026rsquo;s (1983) \u0026quot;feeling rules,\u0026quot; where private tutors, like other educators, are expected to regulate negative emotions such as anger, frustration, or impatience. These norms emphasize the tension between \u003cem\u003ewhat one feels\u003c/em\u003e and \u003cem\u003ewhat one ought to feel\u003c/em\u003e (Hochschild, 1983, p. 57).\u003c/p\u003e\n\u003cp\u003eLily\u0026rsquo;s case also demonstrates how emotional labor is intertwined with professional identity. She described the emotional toll of feeling that her efforts were futile, stating, \u0026ldquo;The most hurtful moment for a teacher is when you feel like you are doing something futile.\u0026rdquo; To mitigate this frustration, Lily adapted her teaching approach by lowering her expectations for the student and reducing the planned teaching content. By doing so, she minimized the emotional strain and refocused her efforts on achievable goals, enabling the student to gain at least partial benefit from the lessons. This adjustment reflects Hochschild\u0026rsquo;s concept of \u0026quot;deep acting,\u0026quot; where individuals manage undesirable feelings by reinterpreting their emotional responses to align with professional norms. Through this process, Lily transformed her frustration into a sense of relief, demonstrating how emotional regulation is both a personal and professional strategy for managing challenging situations.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e5.2 Emotional Capital and Emotional Rewards\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe concept of \u0026quot;emotional capital,\u0026quot; rooted in Bourdieu\u0026rsquo;s (1977) framework, provides a valuable lens for understanding the role of emotions in educational settings. Emotional capital refers to the repertoire of emotional resources that individuals accumulate, circulate, and exchange within specific social contexts (Zembylas, 2020). In education, emotional capital is shaped by cultural norms that dictate which emotions are appropriate in certain roles and relationships. While some emotions can be freely expressed, others must be controlled or concealed, demonstrating how social, historical, and cultural factors influence emotional practices.\u003c/p\u003e\n\u003cp\u003eIvy\u0026rsquo;s narrative in \u003cem\u003e\u0026quot;Miss, I Finished My Test\u0026quot;\u003c/em\u003e illustrates the dual nature of emotional labor\u0026mdash;while emotionally demanding, it can also yield emotional rewards. Ivy described how students often sought immediate feedback and reassurance following their speaking tests, requiring her to invest significant emotional effort. However, the positive outcomes of these interactions, such as students achieving their desired scores and returning to share their excitement, provided Ivy with a sense of fulfillment and professional satisfaction. This aligns with Li\u0026rsquo;s (2022) findings, which suggest that private tutors often derive a sense of rejuvenation and purpose from their perceived effectiveness in supporting students\u0026rsquo; needs.\u003c/p\u003e\n\u003cp\u003eSimilarly, Liu and Sammons (2021) emphasize the importance of building strong teacher-student relationships in Private Tutoring Institutions (PTIs). Their research highlights how PTI teachers prioritize the personal aspect of teaching, often finding emotional rewards in being liked and appreciated by students. Ivy\u0026rsquo;s deliberate effort to build rapport with her students reflects this emphasis. By creating a supportive and trusting environment, she not only addressed students\u0026rsquo; emotional needs but also reinforced her own sense of professional identity. This reciprocal relationship between emotional labor and emotional rewards underscores the significance of emotional capital in shaping tutors\u0026rsquo; professional experiences.\u003c/p\u003e"},{"header":"Conclusion and Implications","content":"\u003cp\u003eEFL private tutors face diverse emotional challenges in their practice, which play a significant role in shaping their personal and professional identity development. These challenges often stem from managing emotional labor, where tutors regulate their emotions to align with implicit \u0026quot;feeling rules\u0026quot; that define professionalism in education. For instance, tutors like Lily experience frustration when teaching disengaged students but adapt by lowering expectations and modifying teaching practices to alleviate emotional strain. This process reflects Hochschild\u0026rsquo;s (1983) concept of \u0026quot;deep acting,\u0026quot; where tutors actively manage their emotional responses to uphold professional norms. While emotional labor is often unacknowledged and uncompensated, it remains a critical aspect of tutors\u0026rsquo; roles, demanding patience, self-control, and resilience.\u003c/p\u003e\n\u003cp\u003eAt the same time, tutors accumulate \u0026quot;emotional capital\u0026quot; and derive \u0026quot;emotional rewards\u0026quot; from positive outcomes. Ivy\u0026rsquo;s case demonstrates how strong teacher-student relationships, built through emotional investment, can lead to moments of satisfaction and fulfillment. Such experiences not only validate tutors\u0026rsquo; efforts but also enhance their professional identity, highlighting the dual nature of emotional labor\u0026mdash;where challenges coexist with rewards.\u003c/p\u003e\n\u003cp\u003eHowever, this study also reveals a lack of professional support for private tutors in the PST field. Unlike traditional schools, private tutoring institutions often lack formal structures for providing emotional or professional support. For example, as illustrated in \u003cem\u003e\u0026quot;A Disengaged Student\u0026quot;\u003c/em\u003e, Lily sought emotional relief through a Feishu chat group, indicating the absence of institutional mechanisms to address her frustrations. This aligns with Li and De Costa\u0026rsquo;s (2017) findings, which suggest that private tutors often operate within ecological limitations that hinder their professional development.\u003c/p\u003e\n\u003cp\u003eTo address this gap, researchers working with private tutors should take a more active role in supporting them. Narrative techniques, such as storytelling and reflective journals, can provide tutors with opportunities to express and reflect on their experiences (Golombek \u0026amp; Johnson, 2004). Additionally, engaging tutors in self-reflection activities, such as stimulated recall sessions, can help them better understand their identity construction and navigate the emotional challenges of their roles.\u003c/p\u003e\n\u003cp\u003eWhile this study offers valuable insights, its findings are limited by the small sample size, focusing on only two mid-career EFL tutors. Future research could involve a larger and more diverse group of participants, including tutors at different career stages, to provide a broader understanding of identity construction in the PST field. In addition, examining the transition from early- to mid-career stages could shed light on how early experiences shape current teaching practices. Given the high turnover rate in private tutoring, understanding these transitions is critical for addressing challenges faced by early-career tutors, who often encounter a \u0026quot;sink-or-swim\u0026quot; phase (Varah, Theune, \u0026amp; Parker, 1986).\u003c/p\u003e\n"},{"header":"Declarations","content":"\u003cul type=\"disc\"\u003e\n\u003cli\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThe datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.\u003c/p\u003e\n\n\u003cul type=\"disc\"\u003e\n\u003cli\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThe authors declare that they have no competing interests\u003c/p\u003e\n\n\u003cul type=\"disc\"\u003e\n\u003cli\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThis research did not receive funding from any public, commercial, or non-profit organization.\u003c/p\u003e\n\n\n\u003cul type=\"disc\"\u003e\n\u003cli\u003e\u003cstrong\u003eAuthors\u0026apos; contributions\u003c/strong\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eZHOU, Congling wrote the manuscript, prepared figures and reviewed the manuscript.\u003c/p\u003e\n\n\u003cul type=\"disc\"\u003e\n\u003cli\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/li\u003e\n\u003cli\u003eNot applicable\u003c/li\u003e\n\u003c/ul\u003e\n\n\u003cul type=\"disc\"\u003e\n\u003cli\u003e\u003cstrong\u003eAuthors\u0026apos; information\u003c/strong\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eZHOU Congling is an EdD student in English Language Education at the Education University of Hong Kong. Before pursuing her doctoral studies, she taught English as a foreign language at various English Private Tutoring (EPT) centers in China. Her research interests include teacher identity in language learning and teaching, language teacher investment, and language teacher emotions.\u003c/p\u003e\n\n"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAllen, D. (2016). Japanese cram schools and entrance exam washback. The Asian Journal of Applied Linguistics, 3(1), 54\u0026ndash;67. http://www3.caes.hku.hk/ajal/index. php/ajal/article/view/338\u003c/li\u003e\n\u003cli\u003eBarbour, R. S. (2008). Introducing qualitative research: A student guide to the craft of doing qualitative research. SAGE Publications.\u003c/li\u003e\n\u003cli\u003eBarcelos, A. M. F. (2015). Unveiling the relationship between language learning beliefs, emotions, and identities. Studies in Second Language Learning and Teaching, 2(2), 301-325.\u003c/li\u003e\n\u003cli\u003eBarkhuizen, G. (2016). 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Routledge.\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Table 1","content":"\u003cp\u003eTable 1 is available in the Supplementary Files section.\u003c/p\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"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":"teacher identity, emotional labor, emotional capital, narrative inquiry, private supplementary tutoring, English private tutoring","lastPublishedDoi":"10.21203/rs.3.rs-6687947/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6687947/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study investigates how mid-career English private tutors (EPT) in China navigate emotional challenges and construct their personal and professional identities within the private supplementary tutoring (PST) field. Employing a narrative inquiry approach, the research captures the lived experiences of two mid-career tutors through in-depth interviews and short story analysis. This methodological framework allows for an in-depth exploration of the temporal, social, and contextual dimensions of identity construction, highlighting the complex interplay between emotional encounters and professional practices.\u003c/p\u003e\n\u003cp\u003eThe findings reveal that emotional labor is a core component of tutors’ professional lives, as they must regulate their emotions to meet implicit norms of professionalism while addressing challenges such as student disengagement and parental expectations. Despite these emotional demands, tutors derive emotional rewards through positive interactions with students, moments of shared success, and strengthened teacher-student relationships. These experiences contribute to their ongoing identity formation and professional resilience.\u003c/p\u003e\n\u003cp\u003eThis study makes significant contributions by extending current understandings of teacher identity and emotional labor in underexplored PST contexts. It underscores the dual nature of emotional labor—where challenges coexist with rewards—and highlights the urgent need for institutional support and reflective practices to help private tutors navigate emotional demands. By shedding light on the unique dynamics of private tutoring, this research provides valuable insights for educators, institutions, and policymakers aiming to support professional growth in the PST sector.\u003c/p\u003e","manuscriptTitle":"The Role of Emotion in Identity Construction: Short Stories of Two EFL Private Tutors in China","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-05-28 12:00:22","doi":"10.21203/rs.3.rs-6687947/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":"791e698c-39f6-45e7-bb09-bd5ea379be49","owner":[],"postedDate":"May 28th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-07-14T14:06:14+00:00","versionOfRecord":[],"versionCreatedAt":"2025-05-28 12:00:22","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6687947","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6687947","identity":"rs-6687947","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}