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Hardiness and its role in the stress–burnout relationship among prospective Chinese teachers in Hong Kong
ARTICLE

TATE Volume 19, Number 4 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Hardiness, teacher stress and burnout were assessed in a sample of 83 Chinese prospective teachers in Hong Kong. Teachers’ different responses to positively and negatively worded hardiness items suggested positive and negative hardiness reflecting stress resilience and stress vulnerability. Stress, positive hardiness, and negative hardiness all had main, independent and significant impact on emotional exhaustion and depersonalization, whereas only positive hardiness had significant main effect on personal accomplishment. There was only some suggestive evidence to support that negative hardiness mediated slightly the impact of stress on emotional exhaustion and depersonalization, and there was no evidence to support that positive hardiness or negative hardiness had stress-buffering effects on teacher burnout. Implications of the findings for preventive interventions to combat stress and avert burnout are discussed.

Citation

Chan, D.W. Hardiness and its role in the stress–burnout relationship among prospective Chinese teachers in Hong Kong. Teaching and Teacher Education: An International Journal of Research and Studies, 19(4), 381-395. Elsevier Ltd. Retrieved April 2, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0742-051X(03)00023-4

Keywords