(Person) Percentage - Sabanci University Research Database

The Asian Media & Mass Communication Conference 2010 Osaka, Japan
frustrations. In addition, writing instructors must generate effective ways to provide students
with performance feedback while suppressing their own frustrations. Moreover, once written
work has been returned to students, writing instructors also feel frustration over student
performance, especially if they have spent a good deal of time providing feedback—which
students sometimes seem to ignore. Finally, the survey indicates that writing instructors are
frustrated with organizational expectations such as committee assignments or extracurricular
requirements partly because of the time these extra tasks require.
Category 2—Concerns Related to Emotional Labor Among Respondents
Students who make the same writing mistakes repeatedly (6.48)
Lack of student comprehension and application of assigned material (6.46)
Students who have higher expectations then their achievable potential (5.23)
Students not taking their written academic work seriously (6.70)
Students not applying writing mechanics such as syntax, grammar, or punctuation (6.15)
Faculty having to act more in a “policing” role rather than in a coaching role (4.84)
Students submitting work that contradicts the instructor’s beliefs or ideas (3.02)
Students not respecting the instructor or the required course work (4.64)
Cultural differences and approaches (3.34)
Respondents indicated that they felt students did not take written academic work seriously.
Respondents reported the frustrations that arose when they saw students making the same writing
mistakes despite their efforts to provide feedback or clarify usage rules. Some said this left them
feeling unappreciated as teachers—which can lead to low morale and burnout. Respondents also
expressed concerns about the ability of some students to do college-level work successfully
without remedial assistance.
Category 3—Effects of Emotional Labor on Respondents
Low morale (5.20)
Feelings of depression, anxiety, anger, or rage (4.89)
Concerns over course evaluation results (5.16)
Negative attitudes toward friends or family members (2.31)
Lack of personal motivation (5.26)
Negative attitudes about and toward students (4.26)
Negative attitudes about and toward colleagues (3.41)
Increased bonding among colleagues (4.59)
Lack of positive self esteem (3.66)
While no scenario in this category emerged as having an exceptionally high degree of
significance, the effects of emotional labor cannot be ignored here because low morale and
burnout in one individual, for example, can have a negative impact on others with whom that
individual must interact. Low morale can impact student performance if they perceive that their
teacher is not enthusiastic about the job. As Van der Sijde (1988) states, the school climate
influences both the student and the teacher, which ultimately can impact the success of the
institution.
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