EMOTIONAL LABOR AMONG NOVICE UNIVERSITY EFL LECTURERS IN HANOI: CHALLENGES AND COPING STRATEGIES

Abstract

This study explores the emotional labor experienced by novice English as a foreign language lecturers in Vietnamese universities. Using a qualitative approach, semi-structured interviews were conducted with six early-career lecturers, along with reflective journal entries from three participants. Thematic analysis identified four key themes: emotional triggers in teaching, emotion regulation and institutional expectations, coping strategies and support systems, and professional identity development. Findings reveal that emotional labor is a core component of novice teaching, shaped by student behavior, institutional culture, and internalized professional norms. Participants used a range of strategies to manage emotional strain, from suppressing emotions to engaging in peer dialogue and reflection. The study highlights the importance of emotional competence in teacher development and calls for greater institutional support to help lecturers navigate emotional challenges effectively.