Relationships among teachers' emotional competences, emotional labour strategies and self-efficacy in moral and character education: A Hong Kong case.

This study examines the relationships among primary school teachers' emotional competences, emotional labour strategies, and self-efficacy in moral and character education in Hong Kong. Using data from 1,614 teachers across 50 schools, the research found that both emotional competences—such as emotional management, adaptability, problem-solving, and self-actualization—and emotional labour strategies—including surface acting, deep acting, and expression of naturally felt emotions—are positively associated with teachers' self-efficacy in delivering moral and character education. The findings highlight the importance of supporting teachers' emotional skills and regulation strategies through professional development to enhance their confidence and effectiveness in teaching value-laden content amid sociopolitical challenges. The study also notes demographic influences, such as gender and management roles, on teachers' efficacy perceptions and suggests further longitudinal and qualitative research to explore cultural and contextual factors affecting these dynamics.