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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Sri Haryati
English Education Department, Sebelas Maret University, Surakarta
Languange, Linguistic, Communication & Media

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Exploring the Emotional Labor Processes in Shaping Primary English Teachers' Professional Identity Vanya Maulidia Azizah; Ngadiso; Sri Haryati
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6168

Abstract

Language teachers were bound to perform many kinds of different emotions, known as emotional labor (EL), throughout their teaching experiences. However, despite the growing interest in recent years, the primary teachers’ emotions have been persistently ignored. This study thus aims to explore the emotional experiences of primary school English teachers in Indonesia on how those processes contribute to their professional identity. Employing a case study design, it seeks to deepen the understanding of teacher emotions by aligning data from questionnaires and semi-structured interviews (n=3) with the emerging theory of Emotional Labor Process (Hochschild, 2012). The findings reveal the dual impact of emotional labor (EL) on teachers' professional identity. Deep acting positively influences commitment by helping teachers align their emotional expressions with their professional values. This alignment strengthens their dedication and engagement in teaching. Conversely, if teachers experience significant stress and struggle their commitment may decrease. Surface acting, which involves faking or suppressing emotions, affects teachers' ability to manage stress effectively. Their ability in managing emotional labor impact their instructional beliefs and self-efficacy that undermining their confidence and teaching quality. This study highlights the need for emotional management training in teacher development programs to strengthen their capacity to navigate EL and maintain their professional identity. Furthermore, creating a supportive work environment is essential for sustaining teachers’ well-being and professional growth.
From Workshop Participation to Professional Identity: A Single-Case Narrative of an English Teacher Saka Jaya Arantino; Sumardi; Sri Haryati
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6328

Abstract

Workshops have become an important part of teacher professional development (TPD) in various aspects, particularly in how they impact the development of teachers' professional identity. Despite the numerous studies on Teacher Professional Development (TPD), workshops are under-acknowledged. Therefore, this study aims to explore how the EFL teacher’s experiences through workshop participation influence their professional identity development. Employing a narrative inquiry design, this study explored the single case story data from narrative frames and semi-structured interviews with the emerging theory of Teacher Professional Identity (TPI). Drawing upon the TPI framework (Lu et al., 2024), The findings indicate that workshops enhanced the teacher’s instructional beliefs by broadening pedagogical perspectives, strengthened self-efficacy through increased confidence in instructional delivery, deepened commitment by reinforcing professional motivation, and fostered agency in decision-making and adaptability. These findings not only strengthened the theoretical perspectives from workshop and Teacher Professional Identity (TPI) literature but also extended our understanding of how targeted professional development interventions can support EFL teachers in diverse educational contexts. By demonstrating how workshops contribute to the sustainability of teachers’ professional identity, this study highlights the importance of continuous professional development programs. The findings suggest that well-structured workshops can empower teachers to navigate evolving educational challenges, ultimately improving teaching practices and student learning outcomes. Keywords: EFL Teacher, Narrative Inquiry, Teacher Professional Development, Teacher Professional Identity, Workshop
Co-Authors Ngadiso Saka Jaya Arantino Sumardi Vanya Maulidia Azizah