Navigating Emotional Labor and Organizational Support in Language Teaching: An Autoethnographic Exploration

ABSTRACT In this autoethnographic study, I explore my language teacher identity (LTI) negotiation and professional development as a new English learner (EL) teacher in a low‐incidence school district in the U.S. through an affective lens. Drawing on the concepts of emotional labor and perceived organizational support, I examine my experiences through autoethnographic narratives centered on critical incidents across the first 3 years of teaching. The process of writing and analyzing these narratives enabled me to recall and reflect deeply on my emotional experiences in relation to teaching conditions and instructional practices. Through this exploration, I came to understand how emotions mediated my LTI negotiation and influenced my practices. In particular, the varying levels of support and the multiple roles I was expected to fulfill across different schools demanded significant emotional labor, as I continually adapted to the distinct cultures and expectations of each context. Recognizing the emotional dimensions of my LTI development and teaching practices opened critical opportunities for both professional and personal growth. By addressing emotional challenges and their impact on teaching, I conclude with implications for how EL teachers' well‐being and professional development can be better supported during their early years, particularly in similarly under‐resourced or misunderstood teaching contexts.