Purpose‐Based Emotion Labor: An Exploratory Heuristic for Expanding Research on Teacher Emotion(s)

ABSTRACT Drawing on the literature on emotion labor, in this study, we propose the concept of purpose‐based emotion labor (PBEL) as an exploratory heuristic for (re)conceptualizing teacher emotion(s). PBEL is defined as engagement in purpose construction, invoked and shaped by personal, interpersonal, institutional, and sociocultural issues, as individuals navigate emotion labor to ultimately facilitate their professional development. We then present the findings of a study that collected data from English language teachers through open‐ended questionnaires, narrative frames, and semi‐structured interviews. Our findings highlight PBEL's strong influence on participant teachers’ agency, well‐being, and identity. We argue that purpose is not merely an individual, cognitive attribute but also a socioculturally mediated emotional process that defines teachers’ temporal and spatial meaning‐making as well as professional practices. Based on the findings, we offer recommendations for teachers, teacher educators, and researchers to harness PBEL in sensitivity to contextual emotional dynamics to advance teachers’ professional growth.