English language teachers' emotional labor and coping strategies in digital learning environments

This study explored the emotional labor and coping strategies of Iranian English as a Foreign Language (EFL) teachers in digital learning environments, focusing on how they perceive and manage emotional challenges inherent in online teaching. Using a qualitative phenomenological approach, in-depth data were collected from 10 female EFL teachers through semi-structured interviews and reflective journals. The findings revealed that online teaching amplifies emotional labor due to the absence of non-verbal cues, increased cognitive effort in maintaining student engagement, and the challenges of emotional regulation in virtual settings. Teachers employed various coping strategies, including peer support, digital tool familiarization, professional development, and mindfulness techniques, to mitigate emotional strain. Institutional support was found to play a critical role in shaping teachers' ability to manage emotional labor, with gaps in administrative training and emotional well-being resources identified as key barriers. The study highlights the need for systematic institutional interventions, such as targeted professional development programs and structured emotional resilience training, to enhance teachers' well-being and teaching efficacy in digital contexts. These findings contribute to the broader discourse on emotional labor in education by contextualizing it within online learning environments and offering practical recommendations for policy and teacher training programs. • Digital settings heighten EFL teachers' emotional labor. • Institutional support critical for digital teaching success. • Coping techniques enhance teacher efficacy and well-being. • Emotional labor impacts online teacher-student rapport. • Effective emotional tools improve digital classroom dynamics.