In recent years, the psychological well-being of educators has garnered significant attention, underscoring the intricate relationship between emotional labor and mental health outcomes. A groundbreaking 2025 study conducted by Sui, Zhou, and Yang delves deeply into this nexus, specifically within the context of vocational college teachers in China. Their research, published in BMC Psychology, pioneers an exploration of how emotional labor—a concept defined by the regulation and management of emotions to fulfill professional roles—impacts the mental health of educators. Beyond merely identifying this impact, the study navigates complex psychological mechanisms, highlighting the mediating influence of occupational identity and the moderating capacity of teacher-student relationships.
Emotional labor is an emerging construct in occupational psychology, especially pertinent to professions involving intense interpersonal interactions such as teaching. Unlike physical labor, emotional labor requires individuals to suppress or induce feelings as part of their job performance. For teachers, this often entails maintaining a calm, supportive, and authoritative demeanor regardless of their internal emotional state. The study by Sui and colleagues meticulously examines how this sustained emotional regulation can translate into psychological strain, manifesting as anxiety, depression, burnout, and other mental health challenges.
Central to the research is the concept of occupational identity, which refers to the degree to which teachers perceive their profession as integral to their self-concept and personal value system. Occupational identity acts as a psychological buffer and interpretative lens through which the emotional demands of teaching are understood and assimilated. The findings suggest that vocational college teachers with a strong occupational identity are better equipped to convert emotional labor from a potential stressor into a source of professional pride and resilience. Conversely, those with a weaker sense of identity are more vulnerable to the deleterious effects of emotional labor.
Furthermore, the study discerns the pivotal role of teacher-student relationships as a moderating factor. The quality of interpersonal connections between educators and students can either exacerbate or alleviate the psychological toll exacted by emotional labor. Positive, supportive teacher-student dynamics serve as a crucial emotional resource, facilitating greater emotional regulation efficacy and enhancing mental well-being. Negative or strained relationships, in contrast, compound the emotional burden, precipitating higher levels of distress and occupational dissatisfaction.
Methodologically, the research deployed an extensive survey-based approach involving a representative sample of vocational college teachers across various provinces in China. Participants were assessed using validated scales measuring emotional labor intensity, mental health status, occupational identity, and perceived quality of teacher-student relationships. Advanced statistical models, including mediation and moderation analyses, were employed to unpack the nuanced interplay among these variables, ensuring rigorous empirical validation of the hypothesized relationships.
One of the study’s seminal contributions is its elucidation of the mediating effect of occupational identity. Through mediation analysis, the authors demonstrate that emotional labor impacts mental health indirectly by shaping occupational identity strength. Practically, this implies that initiatives aimed at bolstering teachers’ identification with their profession could mitigate adverse mental health outcomes, even amidst the inherent emotional demands of teaching. Such interventions might include professional development programs, recognition of teacher achievements, and fostering career advancement opportunities that reinforce occupational commitment.
The moderating role of teacher-student relationships furnishes equally vital insights. By moderating, these relationships influence the strength and direction of the connection between emotional labor and mental health. Teachers enjoying positive, reciprocal relationships with students experience a buffering effect that dampens the negative consequences of emotional labor. This discovery underscores the importance of fostering supportive educational environments that prioritize relational dynamics, thereby enhancing teacher resilience and psychological well-being.
In the broader context of educational reform and policy-making, these insights bear considerable implications. Vocational colleges—a sector often underappreciated relative to mainstream academic institutions—face distinct challenges, including heightened emotional labor demands due to diverse student demographics and resource constraints. Recognizing and addressing the psychological stressors peculiar to vocational educators is essential for sustainable educational outcomes and teacher retention.
Technological advancements and shifts towards blended and online learning environments further complicate the emotional landscape for teachers. The attenuation of face-to-face teacher-student interactions could diminish the ameliorative effects of positive relationships highlighted in the study. Consequently, educational stakeholders must innovate strategies to maintain emotional connectivity and support for teachers in digital settings, such as virtual mentorship programs and online communities of practice.
Additionally, the study contributes to the global dialogue on occupational mental health by situating its findings within the socio-cultural context of China. Cultural norms surrounding emotion expression, professional identity, and teacher authority uniquely shape emotional labor experiences. This regional specificity enriches understanding of how cultural factors intersect with occupational stress, offering comparative perspectives valuable for cross-cultural research and policy adaptation.
From a psychological theory standpoint, the research integrates frameworks from emotional regulation, identity theory, and social relational models. This interdisciplinary synthesis affords a comprehensive understanding of how internal psychological processes and external relational dynamics coalesce to influence mental health. It also opens avenues for future studies to explore other potential mediators or moderators, such as organizational climate, peer support, or individual personality traits.
The study’s robust empirical approach is complemented by practical recommendations. Educational institutions are encouraged to implement training programs that enhance emotional regulation skills, thereby equipping teachers to navigate the emotional complexities of their roles more effectively. Moreover, fostering strong professional communities can enhance occupational identity and create supportive networks that buffer against stress.
An important takeaway from Sui, Zhou, and Yang’s research is the recognition that addressing teacher mental health is not solely an individual responsibility but a collective enterprise involving educational leaders, policymakers, and the broader community. Policies that validate the emotional labor inherent in teaching and provide accessible mental health resources are paramount for cultivating resilient educational workforces.
In sum, this landmark study enriches our comprehension of the psychological dimensions of teaching, particularly within vocational colleges. It reveals the intricate mechanisms through which emotional labor interfaces with mental health, mediated by occupational identity and moderated by teacher-student relationships. These insights herald a call to action for multi-level interventions aimed at promoting educator well-being, ensuring that teachers thrive in their roles and, in turn, foster fruitful learning environments.
The enduring impact of this research extends beyond vocational education, offering conceptual and empirical foundations applicable across diverse educational settings worldwide. As educational landscapes evolve amidst ongoing societal transformations, acknowledging and addressing the emotional demands placed on teachers emerges as a vital component of educational excellence and sustainability.
Subject of Research: The impact of emotional labor on the mental health of vocational college teachers in China, focusing on the mediating role of occupational identity and the moderating role of teacher-student relationships.
Article Title: The impact of emotional labor on the mental health of vocational college teachers in China: the mediating role of occupational identity and the moderating role of teacher-student relationships.
Article References:
Sui, M., Zhou, M. & Yang, Y. The impact of emotional labor on the mental health of vocational college teachers in China: the mediating role of occupational identity and the moderating role of teacher-student relationships. BMC Psychol (2025). https://doi.org/10.1186/s40359-025-03817-3
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