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Professional development
THE HIDDEN WORK OF TEACHING: UNDERSTANDING EMOTIONAL LABOR
UNDERSTANDING AND MANAGING EMOTIONAL LABOR IN SCHOOL LEADERSHIP
UNDERSTANDING AND MANAGING EMOTIONAL LABOR IN SCHOOL LEADERSHIP
Teaching is not only about delivering instruction—it is also deeply emotional work. Every day, teachers manage their own feelings while supporting the diverse emotional needs of students, families, and colleagues. This invisible effort, known as emotional labor, is essential to building relationships, creating safe learning environments, and fostering student success.
This professional development helps teachers recognize the role of emotional labor in their work and equips them with strategies to manage its impact. Through reflection and practical tools, participants will gain greater awareness of how to balance authenticity with professionalism, and strengthen and protect their well-being
Learning Objectives:
- Define emotional labor and its role in the teaching profession.
- Identify common sources of emotional labor in the classroom and school environment.
- Recognize the effects of surface acting, deep acting, and emotional suppression on teacher well-being.
- Apply evidence-based strategies to manage stress, set boundaries, and practice self-care.
- Build a toolkit of coping mechanisms to sustain long-term effectiveness and fulfillment in teaching.
Format:
Interactive workshop featuring case studies, and collaborative discussions that allow teachers to connect theory to their everyday classroom experiences.
Intended Outcomes:
Teachers will leave with increased self-awareness, practical strategies for emotional self-management, and a renewed sense of empowerment to navigate the emotional complexities of teaching.
UNDERSTANDING AND MANAGING EMOTIONAL LABOR IN SCHOOL LEADERSHIP
UNDERSTANDING AND MANAGING EMOTIONAL LABOR IN SCHOOL LEADERSHIP
UNDERSTANDING AND MANAGING EMOTIONAL LABOR IN SCHOOL LEADERSHIP
School leadership is as much an emotional profession as it is an instructional and managerial one. Principals are constantly navigating the expectations of students, staff, families, and district leaders—often managing their own emotions while supporting others. This balancing act, known as emotional labor, is a hidden but critical part of effective leadership.
This professional development session equips principals with research-based insights and practical strategies to recognize, understand, and manage the emotional demands of leadership. Participants will explore how emotional labor influences decision-making, relationships, and well-being while leading their schools.
Learning Objectives:
- Define emotional labor and its impact on leadership effectiveness.
- Recognize the signs of emotional exhaustion and burnout in themselves and others.
- Explore strategies for managing role conflict, emotional suppression, and surface/deep acting.
- Develop coping mechanisms and wellness practices that promote resilience.
- Create a leadership approach that balances emotional authenticity with professional expectations.
Format:
Interactive workshop including case studies, reflective exercises, and small-group discussions that allow principals to apply concepts to their real-world contexts.
Intended Outcomes:
Participants will leave with actionable tools to sustain their emotional well-being, build stronger school relationships, and lead with both empathy and effectiveness in the face of complex demands.
What is Emotional Labor for educators?
Emotional labor refers to the process of managing one’s emotions to meet the expectations of a role, often requiring individuals to suppress, display, or regulate feelings in ways that align with organizational norms. For teachers and principals, this is an essential yet often invisible part of their daily work. They are expected to show patience, care, and composure—even in the face of stress, conflict, or personal challenges. Whether it’s calming an anxious student, addressing a frustrated parent, or leading a staff through change, educators are constantly balancing their authentic emotions with the emotional display that their professional role demands.
What the Research Says...
Research consistently shows that emotional labor has both benefits and costs in education. Studies highlight that when teachers and principals engage in surface acting (suppressing or faking emotions), they are more likely to experience emotional exhaustion, burnout, and diminished job satisfaction. On the other hand, deep acting (aligning internal feelings with required emotional expressions) is linked to more positive outcomes, such as stronger relationships with students, colleagues, and families, and greater sense of authenticity.
Scholars also note that principals often face a unique layer of emotional labor as leaders—they must manage their own emotions while also creating an emotionally supportive climate for teachers. Research emphasizes that a lack of emotional support structures for educators increases stress, while supportive environments, professional learning on emotional regulation, and opportunities for collaboration can buffer the negative effects of emotional labor.
Overall, the research underscores that emotional labor is not just an individual burden but an organizational issue. Schools that acknowledge and address the emotional demands of teaching and leadership are better positioned to foster resilience, job satisfaction, and sustainable well-being among their educators.