What does this research mean for the field?

In EFL higher education, teacher care is enacted through relational practices and emotional support, which are heavily shaped by contextual constraints and function as an integral component of teachers' professional identity and emotional labor. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To investigate how English as a Foreign Language instructors conceptualize and enact pedagogical care, and to determine how personal, relational, and institutional conditions influence caring practices.

September 5, 2026Journal of Language Identity & Education

Between Emotional Labor and Professional Identity: How EFL Teachers Enact Care in Turkish Higher Education

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Authors

AYAyla Yeşilyurt KÖKemal Sinan Özmen

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Overview

Qualitative study reveals how emotional labor shapes pedagogical care in university language instructors, highlighting institutional barriers to sustainable teacher wellbeing.

Key Points

To investigate how English as a Foreign Language instructors conceptualize and enact pedagogical care, and to determine how personal, relational, and institutional conditions influence caring practices.
Conducted a narrative-informed qualitative study using semi-structured interviews to elicit storied episodes, critical incidents, and recurring classroom interactions.
Sampled six instructors (N=6) working across university English preparatory programs in Turkey.
Analyzed interview transcripts via thematic analysis, evaluating cross-case patterns alongside dimensions of temporality, sociality, and place.
Instructors enact relational care through intentional emotional support and interpersonal relationship-building with students.
Institutional constraints and learner-related challenges act as dynamic impediments that restrict teachers' capacity to sustain caring practices.
Pedagogical care serves as a fundamental pillar of instructor identity, yet continually demands significant emotional labor to navigate institutional limitations.

Cite This Study

Yeşilyurt et al. (2026) studied this question.

synapsesocial.com/papers/6a9bd49d6b95aff0620ec62f https://doi.org/10.1080/15348458.2026.2725820

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September 5, 2026Journal of Language Identity & Education

Between Emotional Labor and Professional Identity: How EFL Teachers Enact Care in Turkish Higher Education

View Full Paper

Ask AI

Bookmark

Authors

AYAyla Yeşilyurt KÖKemal Sinan Özmen

Discussion

Member takes

Overview

Qualitative study reveals how emotional labor shapes pedagogical care in university language instructors, highlighting institutional barriers to sustainable teacher wellbeing.

Key Points

To investigate how English as a Foreign Language instructors conceptualize and enact pedagogical care, and to determine how personal, relational, and institutional conditions influence caring practices.
Conducted a narrative-informed qualitative study using semi-structured interviews to elicit storied episodes, critical incidents, and recurring classroom interactions.
Sampled six instructors (N=6) working across university English preparatory programs in Turkey.
Analyzed interview transcripts via thematic analysis, evaluating cross-case patterns alongside dimensions of temporality, sociality, and place.
Instructors enact relational care through intentional emotional support and interpersonal relationship-building with students.
Institutional constraints and learner-related challenges act as dynamic impediments that restrict teachers' capacity to sustain caring practices.
Pedagogical care serves as a fundamental pillar of instructor identity, yet continually demands significant emotional labor to navigate institutional limitations.

Cite This Study

Yeşilyurt et al. (2026) studied this question.

synapsesocial.com/papers/6a9bd49d6b95aff0620ec62f https://doi.org/10.1080/15348458.2026.2725820

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