ERIC Number: EJ1130995
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
The Relationship between Teacher Stress and Burnout in Hong Kong: Positive Humour and Gender as Moderators
Ho, Sammy K.
Educational Psychology, v37 n3 p272-286 2017
In this study, we report on the relationship between positive humour and burnout among 379 secondary school teachers in Hong Kong, and explore whether the relationship varies according to gender. The moderating effects of both affiliative and self-enhancing humour on each burnout component were then examined. High affiliative and self-enhancing humour were found to be associated with lower emotional exhaustion and depersonalisation but higher personal accomplishment. Further, the results indicated that low levels of affiliative and self-enhancing humour were related to more depersonalisation among females than among males. The results also partially supported the stress-moderating hypothesis, as affiliative humour was found to buffer the stress-depersonalisation relationship in this sample. These findings suggest that schools can design continuing education programmes based on the use of positive humour in helping teachers to cope with burnout.
Descriptors: Correlation, Stress Variables, Teacher Burnout, Humor, Gender Differences, Program Design, Coping, Secondary School Teachers, Foreign Countries, Questionnaires, Teacher Attitudes, Burnout, Measures (Individuals), Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Identifiers - Assessments and Surveys: Maslach Burnout Inventory
Grant or Contract Numbers: N/A