Novice teachers’ emotional labor: a study of volunteer Chinese teachers in African Confucius Institutes

This study extends emotional labor theory by demonstrating how professional, organizational, sociocultural, and personal emotional rules interact in cross-cultural teaching contexts. The findings suggest that emotional rules are not merely external constraints but are actively interpreted and internalized by teachers through their professional practice. These insights provide valuable guidance for developing targeted support systems to enhance VCTs' emotional well-being and teaching effectiveness in cross-cultural contexts, particularly through pre-departure cultural sensitivity training and ongoing psychological support services.