Effects of emotional labor on teachers in post-crisis-affected Brazil

Abstract Emotional labor plays a key role in teachers’ emotional knowledge and development. This case study focuses on how the COVID-19 pandemic has affected the lives and professional practices of a group of Brazilian English language teachers, highlighting the post-crisis emotions and emotional labor these teachers had to navigate. Data were collected through a questionnaire and narrative frames. Analysis of the data revealed that, even 5 years after the crisis, participants continue to face distress, apathy, anxiety, and fear in the classroom, stemming from the increased inequality of opportunities among learners in the challenging context of emergency remote teaching in higher education in Brazil. The study also sheds light on the implications for both pre- and in-service teachers, as well as for teacher educators, emphasizing the need to cultivate a deeper understanding of building resilience and well-being through ELT practices.