Emotional Labor and Motivation in Teachers

AbstractTeaching profession is one with the highest requirements regarding emotion labor. Even though previous studies (Sutton, 2004) showed that teachers engage in emotion management as part of their professional identity with the purpose of professional efficacy, it is not clear yet what are the motivational bases of this engagement. We assessed specific emotional regulation strategies adopted in the workplace, the intrinsic/extrinsic motivation for work, and several job characteristics in a sample of Romanian teachers with the aim to identify motivational dimensions associated with emotional labor