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The research aims to understand two school teachers’ strategies of counseling, discipline, and classroom management, so as to understand their emotional labor in counseling and discipline from their narrations , and to analyze the support they need from the ethics of caring viewpoint.
From the view point of teacher’s practice and emotional labor, two teachers must deal with different affairs everyday, and they have different methods to varieties of characters and situations. They show different state of mind so that leads to emotional labor because of caring.
Teacher A completed her studies by herself because of economy hardship of her family in high school. High school teacher’s caring made her establish self-value, and let her wanted to become a teacher. She brings her experience to the class, and establishes unique class rules. In addition, she cares for the students by writing, encourages the students by material reward, recording the student’s life by cameras, and arranges field trip so that the class produced positive power. Facing the rejected study student, she encourages him from his slight progress. Facing the abused student, she obtains the student and parent’s trust, and seeks the assistance of community resources. Facing the student who enters into the gang, she takes care of his emotion by listening and accompanying. Facing the student who does sugar daddy business, she seeks the assistance of professional machinery. Teacher A deals with the student’s deviance by her sympathy, accompanying and caring. She encourages outstanding students by giving reward, and cares for the students continually. Because of her sensibility, she not only feels the same as her students, but also touches her mood. Thus, the emotional labor is caused.
Teacher B decided his goal when he was in the university. He was cared for the senior teachers in the sage of beginning teacher, so that he was full of energy to face the students. He brings the military culture into the classroom management, and emphasizes the establishment of student’s convention. In addition, he gives more attention to those who are disadvantaged. He understands the student’s life by communication book, and talks to the student one by one. He understands the reason for student’s deviance by watching films. Facing irascible student, teacher B gives care to him instead of ruling. Facing the student who does not doing homework, teacher B adjusts the amount of work, and finds the student’s advantage. Facing the student who challenges authority, teacher B takes tough attitude to him in the beginning, avoids contacting with the student. He adjusts his own attitude to the student finally, and accepts the student’s behavior. In the process of counseling and discipline, teacher B emphasizes the rule at first, and tries to accept each student finally. Thus, the emotional labor is caused.
Both of them are willing to care for their students, and therefore leads to emotional labor. They grow from the learning of love, and need ongoing caring. The researcher gives the following suggestions from two teachers’ narrations: education administration should integrate social resources for teachers, and lower teacher-student ratio to reduce the workload of teachers; school administration system should put the training system into effect, and strengthen the links between officials to give direct assistance to teachers; teachers should increase their interaction with their peers, and give a little more care to themselves. Finally, we can do further research on school teachers for different education stage and school administrative.
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