Abstract
This research investigates the use of emotions by FE teaching staff in terms of individual differences and working practices. A mixed methods approach used the quantitative method of an online questionnaire and a focus group using a semi-structured interview. A pilot study investigation concluded that the research design and procedures should be suitable for data collection. Level 1 of Study 2 data was collected from emotional labour (EL) scales and the locus of control (LOC). For 29 FE teachers, it was revealed that EL, stress, and burnout were linked. Positive emotions were expected in job roles, and suppressing true emotions may impact EL strategies. While burnout was a predictor of LOC, demographic factors and LOC did not strongly predict deep acting. However, ethnicity, depersonalisation and LOC were related, but demographic factors on EL were modest. Qualitative results from 18 FE teachers identified work-based practices such as accountability and management practices as sources of stress. Teachers used deep acting, surface acting, and naturally felt emotions in response. A larger sample of participants in level 2 analysis revealed that females had lower burnout and EL than males. Females had an internal locus of control (ILOC) and better-managed work compared to males with external LOC (ELOC) who experienced burnout due to EL. Additionally, associations between job title, stressors, gender and EL, age, and EL strategy items were statistically significant. Study 3 reported that teachers experienced a variety of emotions in terms of leadership styles, job security, and policies. The research concludes that teachers did not balance work and life activities. It is suggested that research should aim to find ways in which teachers can use mindfulness, resiliency strategies, and less surface acting to maintain wellbeing and work life-balance. Future research will address this with a larger sample size.