Abstract:
This study explored the emotional labor performances of SPED teachers in a public school in Quezon City. Guided by Goffman’s (1959) Dramaturgical Approach, it aimed to understand SPED teachers’ emotions, the emotional labor strategies they utilize, the consequences of these strategies on their well-being, and their coping mechanisms. Employing a qualitative case study approach, data were gathered through semi-structured interviews with ten SPED teachers. The findings revealed that SPED teachers frequently experience a complex range of emotions, including satisfaction, happiness, compassion, anger, sadness, and frustration. They conceal or suppress negative emotions to maintain a positive learning environment, demonstrate empathy toward both students and their parents, and express genuine emotions to build authority and rapport. The study also found that performances of emotional labor have both positive and negative consequences to SPED teachers. These include emotional distress, unclear boundaries between personal and work life, and professional adaptation. To cope with these consequences, SPED teachers accept the demanding nature of their role, establish work-life boundaries, communicate their emotions, and practice self-reward.
