The increasing demands of higher education highlight the crucial role of faculty work engagement (WE) in shaping quality teaching and student outcomes. A recent study has examined how positive emotional demands (PED) and the psychological distance between teachers and students influence university teachers' WE, providing valuable insights into emotional labor practices within higher education.
Conducted among 316 university teachers in China, the research employed a questionnaire to assess the interrelationships between emotional demands, teacher-student psychological distance (T-SPD), and teaching engagement. The study found that both PED and T-SPD significantly enhance work engagement, suggesting that when teachers experience a supportive emotional environment and closer psychological interactions with students, their commitment to teaching increases.
The findings particularly emphasize the mediating role of emotional labor strategies in this dynamic. According to the authors, deep acting (DA) and naturally felt emotions (NFE) emerged as positive contributors to WE, whereas surface acting (SA) did not demonstrate a beneficial effect. "PED and T-SPD positively predicted teachers’ WE. Specifically, the more PED universities place on teachers, the more teachers can engage in their work, and the closer the T-SPD, the more engaged teachers are," wrote the authors of the article.
To delve deeper into these findings, the study employs the Job Demands-Resources (JD-R) model, which posits that job stresses (demands) can diminish energy levels while adequate resources boost engagement. Teachers recovering from burnout or emotional fatigue often adopt different emotional management strategies to align more closely with their workplace’s needs. The results indicate that when faced with positive emotional demands, teachers become more adept at adopting DA, which involves consciously aligning their emotions with teaching roles, or experiencing NFE, where their emotional responses authentically reflect the demands placed upon them.
Contrastingly, the study found that SA—essentially faking positive emotions—leads to resource depletion and disappointing results in terms of WE. "DA and NFE represent a gain process that reduces emotional exhaustion for teachers, allowing them to invest more energy in their teaching work,” explained the authors. This highlights the importance of creating a school culture that prioritizes genuine emotional engagement and well-being among faculty.
This research underscores the influence of T-SPD within the context of teacher emotions. A close psychological distance fosters better teacher-student relationships and, consequently, enhances teaching effectiveness. In the intricate landscape of education, where teacher engagement is critical, T-SPD plays an essential role. With the rise of educational reforms emphasizing interactive learning environments, maintaining manageable psychological distances can help teachers feel more connected and, in turn, more engaged.
“We need to explore educational models that promote interaction between teachers and students and facilitate student development,” urged the authors. Providing practical avenues for teachers to connect with their students not only supports a more fulfilling teaching practice but also enriches the learning experience for students.
Moreover, findings suggest that universities seeking to improve educators’ WE should build frameworks offering teachers the necessary emotional resources while aligning work expectations. Encouraging the use of DA and NFE in classroom settings may result in a more positive educational atmosphere, leading to increased satisfaction both for teachers and their students.
In conclusion, this pioneering research sheds light on the nuanced relationships between emotional demands, psychological distances, and emotional labor strategies shaping university teachers' engagement. Universities can enhance faculty satisfaction and performance by fostering supportive environments that align job demands with appropriate resources. As higher education evolves, it becomes increasingly essential for institutions to adopt strategies that encourage genuine emotional expressions in teaching, thereby nurturing both teacher engagement and student success.
