English as a foreign language (EFL) teachers working in rural areas encounter various emotional impediments, and the failure to effectively regulate these emotions may ultimately result in attrition. In light of the 'complexity turn' in affect research, the present study adopts complex dynamic systems theory to trace the emotional labour trajectories of two senior high school EFL teachers during their initial employment in rural China. An analysis of retrospective interviews, narrative frames and researcher field notes revealed that critical incidents (CIs) acted as perturbations, propelling the participants out of stability and redirecting their emotional labour trajectories along alternative paths. Four categories of CIs were identified: dissatisfaction with the rural environment, challenges in EFL teaching, difficulties in managing interpersonal relationships and limited opportunities for professional advancement. Turnover intention emerged through a cumulative process as the participants negotiated emotional labour, with CIs acting as significant catalysts. The findings underscore the urgent need for enhanced support mechanisms for rural teachers.
Hanxi Li (Wed,) studied this question.