Abstract
An emotionally charged situation for a teacher of English necessitates hiding certain emotions (emotional labor) though using the experience of the event can enable her to benefit from similar encounters in the future (emotional capital). This study is an attempt to find factors that have contributed to the emergence of emotional labor and then investigate whether teachers can gain capital out of such situations. Using Interpretive Phenomenological Analysis (IPA), the study analyzed the diaries and interview data of three teachers of English who had their reflections about daily class incidents. The main themes emerging from the data revealed the existence of emotional labor which, in some cases, the teachers managed to build upon to gain emotional capital. The study suggests diary keeping, teacher bonding communities, and training in order to have emotionally conscious teachers.