Relationships among humour, self-esteem, and social support to burnout in school teachers

Sai Kin HO*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

20 Citations (Scopus)

Abstract

This study examined the total, direct, and indirect effects of humour on burnout among 539 school teachers. As predicted, those with high humour reported significantly lower levels of emotional exhaustion and depersonalisation but higher levels of personal accomplishment. Self-esteem consistently explained parts of the associations between humour and burnout components, whereas perceived social support from the principal, colleagues, and friends were significant mediators in the relationships between humour and emotional exhaustion, depersonalisation, and personal accomplishment respectively. Results call for an appropriate focus on the development of humour through strength-based and positive interventions to help teachers cope with burnout.

Original languageEnglish
Pages (from-to)41-59
Number of pages19
JournalSocial Psychology of Education
Volume19
Issue number1
DOIs
Publication statusPublished - 1 Mar 2016

Scopus Subject Areas

  • Social Psychology
  • Developmental and Educational Psychology
  • Sociology and Political Science

User-Defined Keywords

  • Burnout
  • Humour
  • Self-esteem
  • Social support
  • Teacher stress

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