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Teachers’ Acceptance of Online Teaching and Emotional Labor in the EFL Context

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  • Renzhong Peng

    (School of Foreign Languages, Huazhong University of Science and Technology, Wuhan 430074, China)

  • Qiqin Hu

    (School of Foreign Languages, Huazhong University of Science and Technology, Wuhan 430074, China)

  • Bochra Kouider

    (Department of English, Abou Bekr Belkaid University, Tlemcen 13000, Algeria)

Abstract

The recent growth and sustainability in online education have led to a greater demand for language teachers to accept online teaching and a heightened focus on language teachers’ emotions in an online setting. Based on the Technology Acceptance Model (TAM), this study attempted to investigate the relationship between English as a Foreign Language (EFL) teachers’ acceptance of online teaching and their emotional labor in online teaching. A questionnaire was distributed to 338 EFL teachers working at 19 middle schools and 24 high schools in China, and 10 teachers were interviewed. Following a series of analyses of the data, a structural relationship model integrating acceptance of online teaching and online teaching emotional labor strategies was developed and tested. The results indicate that EFL teachers’ acceptance of online teaching significantly predicts three emotional labor strategies in online teaching. Specifically, EFL teachers’ acceptance of online teaching positively influences deep acting and expression of naturally felt emotions, while negatively affecting surface acting. The obtained results address important theoretical, methodological, and practical gaps by examining the interplay between acceptance of online teaching and emotional labor in the context of online language education, a dimension that previous studies have largely overlooked.

Suggested Citation

  • Renzhong Peng & Qiqin Hu & Bochra Kouider, 2023. "Teachers’ Acceptance of Online Teaching and Emotional Labor in the EFL Context," Sustainability, MDPI, vol. 15(18), pages 1-19, September.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:18:p:13893-:d:1242730
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    References listed on IDEAS

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    Cited by:

    1. Dusanka Boskovic & Dzenana Husremovic & Merima Muslic & Amra Kapo, 2023. "Teachers and Students as Promoters or Repressors of Sustainable Education: Navigating the Blended Learning Landscape," Sustainability, MDPI, vol. 15(24), pages 1-13, December.

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