ERIC Number: EJ950221
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 53
Burnout and Life Satisfaction: Does Gratitude Intervention Make a Difference among Chinese School Teachers in Hong Kong?
Chan, David W.
Educational Psychology, v31 n7 p809-823 2011
This study investigated the effectiveness of a gratitude intervention programme in promoting life satisfaction and reducing burnout symptoms. Sixty-three Hong Kong Chinese school teachers aged 22-54 participated in an eight-week count-your-blessings study that used a pre-test/post-test design. Increases in life satisfaction and the sense of personal accomplishment and decreases in emotional exhaustion and depersonalisation were observed in the post-intervention assessment. Significant changes were observed on life satisfaction and emotional exhaustion as a result of intervention interacting with the meaningful-life orientation to happiness. These changes favoured teachers who put higher value on the meaningful-life orientation, suggesting that the promotion of a meaningful-life orientation could be an important element in the repertoire of gratitude intervention efforts. Implications of the findings on developing gratitude intervention programmes that focus on human positives and the promotion of gratitude and the meaningful-life orientation in combating teacher burnout are discussed. (Contains 3 tables.)
Descriptors: Fatigue (Biology), Life Satisfaction, Teacher Burnout, Foreign Countries, Teacher Attitudes, Asians, Program Effectiveness, Intervention, Symptoms (Individual Disorders), Pretests Posttests, Program Development, Psychological Patterns, Questionnaires, Measures (Individuals), Graduate Study
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong