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Abstract
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Investigating the various aspects of the correlation between imposed curriculum or syllabus and emotion labor is remarkably demanded. Therefore, the present study aims at exploring the miscellaneous aspects of syllabus or curriculum-oriented emotion labor in order to suggest some pedagogical implications for both teachers and policy-makers. Collectively, it can shed light on how language teachers can convert emotion labor to emotional capital through reflections on their emotional experiences (Gkonou & Miller, 2021) and how a top-down policy enacted in syllabus or curriculum can function as a path into perceiving policy and planning. This line of research also serves as an awareness-raising agent to inform policy-makers the way syllabus-related policy and planning contribute to emotional dissonance in teaching profession.
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