The article examines the importance of "emotional labour" in the constitution of the "teacherly-self". Deriving from a research project on work and social identity, the article explores the ways teachers have negotiated the radical changes in the profession in recent years, and uses the notion of "teacher resilience" to explore the ways teachers have reacted to the effects of neo-liberal reforms to education; reforms that have powerfully impacted on the more child-centred ways of working in the classroom and school environment. Using narrative analysis of the work-life histories of these retired teachers, recorded using oral history methodology, the authors examine structures of feeling that turn on notions of emotional labour and commitment, resilience and loss in relation to the occupational identity of teachers. (Contains 2 notes.)