Oltre la norma, dentro l’emozione: Il lavoro emotivo dei docenti nella sfida dell'Inclusione Scolastica
DOI:
https://doi.org/10.13129/2036-5896/MAUROLICO2026.%25pKeywords:
Inclusive Education, Emotional Labor, Distruptive Behavior, Burnout, Teacher Self-EfficacyAbstract
While Italian and international frameworks outline advanced models for inclusive education, daily classroom practice exposes teachers to a heavy, invisible psychophysical burden, exacerbated by dysregulated student behaviors. This paper examines the intersection between inclusive demands and teachers' inner experiences through the lens of emotional labor. By exploring affect regulation strategies – surface acting and deep acting – the analysis highlights the risks of emotional dissonance and burnout. Adopting a systemic perspective, the study identifies structured collaboration and teacher self-efficacy as key protective mechanisms. Ultimately, the paper underscores the urgent need to integrate emotional literacy and psychopedagogical supervision into teacher training to ensure the relational sustainability of the inclusive mandate.
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