The relationship between teacher stress and burnout in Hong Kong: positive humour and gender as moderators

Sai Kin HO*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

10 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)272-286
Number of pages15
JournalEducational Psychology
Volume37
Issue number3
DOIs
Publication statusPublished - 16 Mar 2017

Scopus Subject Areas

  • Experimental and Cognitive Psychology
  • Education
  • Developmental and Educational Psychology

User-Defined Keywords

  • burnout
  • positive humour
  • stress-moderating hypothesis
  • Teacher stress

Fingerprint

Dive into the research topics of 'The relationship between teacher stress and burnout in Hong Kong: positive humour and gender as moderators'. Together they form a unique fingerprint.

Cite this