最近的研究越來越關注語言教師的幸福感。在這些研究中，情緒勞動引起了人們對語言教師作為專業教師管理和調節情緒的方式的關注。本次質化個案研究中的研究對象為一位具有三年教學經驗的臺灣國中英語代理教師。 此個案研究的目的是探討教師情緒勞動的根源是什麼以及他採取了什麼因應策略。因此，本研究利用一次敘述、兩次半結構化訪談和三次課堂觀察，進一步了解臺灣國中英語教師的情緒經驗。收集的資料依照Hochschild (1993)的編碼方法和研究者區分的類別進行敘述分析。研究結果顯示，情緒勞動的來源是教師在設計課堂活動中的矛盾感受、教師努力得到回報的期望、學校對學業要求的壓力以及壓抑的代課理師角色。該研究參與者採取的策略是表層展演、深層展演和情感共鳴。在所有這些策略中，只有表面表演在參與者因設計課程而忍受辛苦或聽取其他經驗豐富的教師的建議時發揮作用。當研究參與者的內心受到學生的傷害，或被迫遵守學校的規範時，其他情緒勞動並沒有得到緩解。總之，本研究發現了這些來源背後的情緒，並發現在某些情況下，一旦來源不消除，情緒調節策略就不起作用。其中的教學意義包括，讓教師明白跨越舒適圈的重要性，幫助職前教師了解可能出現的負面情緒，以及如何解決它們。本研究的貢獻在於提出現職教師跨越自己的舒適區的重要性以及幫助職前教師了解在擔任代理教師時候可能出現的負面情緒和如何提前處理它們。

Recent studies have increasingly paid attention to language teachers’ well-being. Among these studies, emotion labor has cast attention on how language teachers adapt to manage and regulate their emotions as professional teachers. One participant, a Taiwanese junior high school English substitute teacher who has teaching experience within three years, was included in this case study. The purpose of this case study is to investigate the sources of the teacher’s emotion labor and what strategies he adopted to deal with them. Thus, the study utilized one narration, two semi-structured interviews, and three classroom observations to get a further understanding of a Taiwanese junior high school English teacher’s emotion experience. The collected data underwent narrative analysis following the coding scheme of Hochschild (1993) and the categories distributed by the researcher. The results indicated that the emotion labor sources were the contradictory feelings on designing activities, the expectation of reciprocation for teacher’s efforts, the pressure of academic progress at school, and the suppression of substitute teacher roles struggling with refusal. Also, the strategies taken were surface acting, deep acting, and emotional consonance. Among all these strategies, only surface acting did work when the participant endured difficulties while designing the lesson and listened to other experienced teachers’ advice. Other emotion labor was not relieved when Max’s inner feeling was hurt by students and when Max was obliged to follow the rules at the school. In conclusion, the present study discovered the emotions behind those sources and found out that under certain situations, once the sources were not eliminated, the strategies would not work. Pedagogical implications, such as the importance of teachers going beyond their comfort zone and helping pre-service teachers know what negative emotions may emerge and how to deal with them in advance, were included. The contribution of this study is to help pre-service English teachers understand and manage the negative emotions that may arise when working as substitute English teachers.

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