What does this research mean for the field?

Surface acting and deep acting do not significantly affect job satisfaction among teachers working in virtual environments. Novelty: ClaimNovelty.CONFIRMATORY. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

This investigation aimed to understand how emotional regulation strategies like surface and deep acting affect job satisfaction in remote teaching environments.

February 25, 2026Open Access

Virtual Emotional Labour: How Remote Teaching Affects Educator Job Satisfaction Post Pandemic

Key Points

This investigation aimed to understand how emotional regulation strategies like surface and deep acting affect job satisfaction in remote teaching environments.
Completed a cross-sectional survey of 200 educators in remote or hybrid teaching modes.
Utilized validated scales to measure emotional regulation strategies and job satisfaction.
Applied statistical analyses such as correlation tests and hierarchical regression modeling.
Weak, statistically non-significant associations between emotional regulation strategies and job satisfaction.
Organizational resources did not significantly influence the relationship between emotional strategies and satisfaction.
No significant differences in job satisfaction were found across different teaching experience levels.

Abstract

Background: The shift to remote instruction during the COVID-19 pandemic created new emotional challenges for teachers, requiring them to manage their feelings and expressions through digital platforms. Understanding how these emotional demands influence teacher satisfaction remains critical as virtual and hybrid teaching models persist. Objective: This investigation examined whether surface acting and deep acting—two forms of emotional regulation-affect job satisfaction among teachers working in virtual environments, and whether organizational resources moderate these relationships. Methods: A cross-sectional survey was administered to 200 educators teaching remotely or in hybrid formats across primary, secondary, and higher education institutions. Participants completed validated scales measuring emotional regulation strategies, perceived organizational resources, and professional satisfaction. Statistical analyses included correlation tests, hierarchical regression modelling, moderation analysis using Hayes' PROCESS macro, and analysis of variance to compare groups based on teaching tenure. Results: The quantitative analysis showed weak and statistically non-significant associations between emotional regulation strategies and professional satisfaction (surface acting: r = -0.04, p > 0.05; deep acting: r = 0.01, p > 0.05). Organizational resources did not meaningfully alter the relationship between surface acting and satisfaction (interaction p = 0.412). No substantial differences in satisfaction emerged across experience categories (F = 1.163, p = 0.314). These outcomes reflect simulated data and require confirmation through authentic participant responses. Conclusion: This work establishes a methodological foundation for studying emotional demands specific to digital teaching contexts. When implemented with genuine participant data, findings could inform administrative policies and faculty development initiatives addressing the psychological aspects of remote instruction. The research framework offers educational leaders’ practical guidance for supporting teacher welfare as technology-mediated instruction becomes increasingly prevalent

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Cite This Study

Raj et al. (Wed,) studied this question.

synapsesocial.com/papers/699e91fdf5123be5ed04fdaf https://doi.org/https://doi.org/10.56975/jetir.v12i5.574773

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