The Role of Emotion in Identity Construction: Short Stories of Two EFL Private Tutors in China
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This study investigates how mid-career English private tutors (EPT) in China navigate emotional challenges and construct their personal and professional identities within the private supplementary tutoring (PST) field. Employing a narrative inquiry approach, the research captures the lived experiences of two mid-career tutors through in-depth interviews and short story analysis. This methodological framework allows for an in-depth exploration of the temporal, social, and contextual dimensions of identity construction, highlighting the complex interplay between emotional encounters and professional practices. The findings reveal that emotional labor is a core component of tutors’ professional lives, as they must regulate their emotions to meet implicit norms of professionalism while addressing challenges such as student disengagement and parental expectations. Despite these emotional demands, tutors derive emotional rewards through positive interactions with students, moments of shared success, and strengthened teacher-student relationships. These experiences contribute to their ongoing identity formation and professional resilience. This study makes significant contributions by extending current understandings of teacher identity and emotional labor in underexplored PST contexts. It underscores the dual nature of emotional labor—where challenges coexist with rewards—and highlights the urgent need for institutional support and reflective practices to help private tutors navigate emotional demands. By shedding light on the unique dynamics of private tutoring, this research provides valuable insights for educators, institutions, and policymakers aiming to support professional growth in the PST sector.
