Abstract
This study explores the emotional rules and corresponding emotional labor strategies of novice Chinese language teachers in Cameroonian secondary schools. Drawing on semi-structured interviews with six novice Chinese language teachers, the findings reveal that novice teachers comply with three types of emotional rules, including professional, sociocultural, and personal rules. Surface acting, deep acting, and the expression of naturally felt emotions strategies were employed by novice teachers to meet these emotional rules. It is suggested that regular emotional training and psychological care for novice teachers should be provided to facilitate the well-being improvement of Chinese language teachers in Cameroon.
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