Performing and Managing Emotional Labor in Early Childhood English Teaching

This study examines the emotional labor experiences and coping strategies of early childhood English teachers in Korea, focusing on teacher type, teaching experience, and job role. A mixed-methods design was employed, including a survey of 31 teachers and semi-structured interviews with eight teachers from private kindergartens. Descriptive analysis showed that Korean teachers consistently reported higher levels of deep acting, while novice teachers displayed particularly high levels of surface acting. The highest mean scores for deep acting were observed among the most experienced teachers. Qualitative findings indicated that Korean teachers tended to internalize and suppress emotions in alignment with collectivist norms, whereas native English teachers viewed emotional labor as a performative act and maintained clearer emotional boundaries. Novice teachers often relied on reactive strategies, such as venting, while experienced teachers employed reflective mechanisms, including deep acting and emotional reframing. Homeroom teachers were most engaged in emotional interactions with children and parents, while head teachers played a pivotal role in mediating emotional dynamics within organizational contexts. Overall, the findings demonstrate that emotional labor is shaped by cultural background, professional experience, and institutional role. The study highlights the importance of diversified emotional support, greater institutional recognition, and targeted professional development to sustain effective emotional regulation in early childhood education.