TY - JOUR
T1 - The relationship between teacher stress and burnout in Hong Kong
T2 - positive humour and gender as moderators
AU - Ho, Sammy K.
N1 - Publisher Copyright:
© 2015 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2017/3/16
Y1 - 2017/3/16
N2 - 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.
AB - 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.
KW - burnout
KW - positive humour
KW - stress-moderating hypothesis
KW - Teacher stress
UR - http://www.scopus.com/inward/record.url?scp=84949809977&partnerID=8YFLogxK
U2 - 10.1080/01443410.2015.1120859
DO - 10.1080/01443410.2015.1120859
M3 - Journal article
AN - SCOPUS:84949809977
SN - 0144-3410
VL - 37
SP - 272
EP - 286
JO - Educational Psychology
JF - Educational Psychology
IS - 3
ER -