Abstract
This review examines the impact of emotional labor on university aesthetic education teachers, focusing on cultural influences, organizational contexts, and the evolving demands of the teaching profession. By synthesizing recent literature, the review highlights key themes such as the effects of emotional labor on teacher well-being and teaching effectiveness, while also identifying gaps in research, particularly in cultural and longitudinal studies. The findings suggest that integrating emotional labor awareness into professional development and supportive leadership practices is crucial for improving teacher well-being and student outcomes. The review concludes with recommendations for future research and policy directions to address these challenges.
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