This study investigates beginning EFL teachers’ emotional labor from the perspective of the Activity Theory. Emotional labor is defined as the process of controlling one's emotions and emotional expressions in accordance with the occupational standards for proper emotional expression. Two beginning EFL teachers at Korean junior high schools were recruited by means of a qualitative research method. Semi-structured interviews were conducted and analyzed based on Activity Theory. The findings indicate that participants’ emotional labor in relation to their students was represented as conflicts in their activity system. Additionally, the resolution of the conflicts could be possible if a teacher can join a new teacher learning community and use new instruments. The results suggest that beginning EFL teachers should be encouraged to be empowered with new instruments such as classroom management skills and teaching practices for handling mixed-level students. These new instruments are expected to prevent students’ problem behavior and ease the burden of teachers experiencing emotional labor.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. EFL Teachers’ Emotional Labor
    2.2. Activity Theory
3. METHODS
    3.1. Participants
    3.2. Data Collection
    3.3. Data Analysis
4. RESULTS
    4.1. Dahyun’s Story: The Power of Teacher Community
    4.2. Homin’s Story: Suffered from the Burden of Administrative Duties
5. DISCUSSION
6. SUMMARY AND IMPLICATIONS
REFERENCES

• Youngmi Kim(Instructor, Department of English Education, Chung-Ang University)
• Tae-Young Kim(Professor, Department of English Education, Chung-Ang University) Corresponding Author