Akademik Veri Yönetim Sistemi
12th ELT RESEARCH CONFERENCE, Çanakkale, Türkiye, 16 - 18 Mayıs 2022, ss.26, (Özet Bildiri)
Institutions around the world had to shift their working environments to online platforms due to the COVID-19 outbreak. During this period and after that some educational institutions have kept on using technology as the medium for teaching. This immediate and unexpected shift brought some constraints to both learning and teaching. Although there are many studies investigating teachers’ emotional labour during face-to-face teaching, studies investigating this aspect of teaching in online education are still limited. This exploratory qualitative study aims to refer to this gap in the literature by giving voice to teachers’ opinions about how they experience, control, and regulate their emotions. Data were collected by means of semi-structured questions in focus group interviews and twenty-five English language instructors working at the preparatory school of a state university in Istanbul participated in the study. Interpretative phenomenological analysis (IPA) was employed to analyse the interview data as this approach is appropriate to highlight and reflect on the participants’ experiences closely and in-depth regarding a certain topic, namely emotional labour in this context. The results show that teachers experience complex emotions before-while-after the lessons. However, they manage to balance themselves and do not let anything interrupt their lessons. Yet, it is important to emphasise the fact that institutional structures should be formed to increase the well-being of teachers and professional development programs should always consider teachers’ emotional labour in online environments.
Keywords: emotional labour, teacher well-being, job satisfaction, social presence, teaching presence