Predicting intention to quit among Chinese teachers: Differential predictability of the components of burnout

Predicting intention to quit among Chinese teachers: Differential predictability of the components of burnout

• Leung, Doris Y. P. Chinese University of Hong Kong
• Lee, Wincy W. S. Hong Kong Polytechnic University

Anxiety Stress Coping, 19(2), 129-141, 2006

Routledge

2006

• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

Burnout Chinese Teachers Intention To Quit Social Support School Teachers 3 Dimensions Job Burnout Stress Environment Patterns Impact

• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education

This paper focuses on the differential predictability of Maslach's three burnout components on the intention to quit the teaching profession among Chinese teachers in Hong Kong. A sample of 379 teachers participated in the current study, which provided data on the associations among social support, burnout, and intention to quit. Results from structural equation modeling confirmed that the three components of burnout acted differently on intention to quit, with emotional exhaustion as the dominant factor, while the other two components exerted no effect. The findings concurred with those from US research. Support from a supervisor has a direct influence on the teacher's intention to quit and an indirect effect through emotional exhaustion. In contrast to the findings in the West, the effect of support from colleagues was shown to be minimal in this study.
[Copyright of Anxiety Stress Coping is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/10615800600565476]

• English

Journal Articles

• 10615806

• 10.1080/10615800600565476

https://bibliography.lib.eduhk.hk/en/bibs/3cc2c070

2010-11-24