Burnout and life satisfaction: Does gratitude intervention make a difference among Chinese school teachers in Hong Kong?

Burnout and life satisfaction: Does gratitude intervention make a difference among Chinese school teachers in Hong Kong?

• Chan, David W. Educational Psychology, Chinese University of Hong Kong

Educational Psychology, 31(7), 809-823, 2011

London

Routledge

2011

• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

Life Satisfaction Teacher Attitudes Intervention Chinese Teacher Burnout Burnout Chinese Teachers Gratitude Gratitude Intervention Hong Kong Orientation To Happiness

• Hong Kong

• 1997.7 onwards

• 小學教育
• 中學教育

This study investigated the effectiveness of a gratitude intervention programme in promoting life satisfaction and reducing burnout symptoms. Sixty-three Hong Kong Chinese school teachers aged 22-54 participated in an eight-week count-your-blessings study that used a pre-test/post-test design. Increases in life satisfaction and the sense of personal accomplishment and decreases in emotional exhaustion and depersonalisation were observed in the post-intervention assessment. Significant changes were observed on life satisfaction and emotional exhaustion as a result of intervention interacting with the meaningful-life orientation to happiness. These changes favoured teachers who put higher value on the meaningful-life orientation, suggesting that the promotion of a meaningful-life orientation could be an important element in the repertoire of gratitude intervention efforts. Implications of the findings on developing gratitude intervention programmes that focus on human positives and the promotion of gratitude and the meaningful-life orientation in combating teacher burnout are discussed.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410.2011.608525]

• 英文

期刊論文

• 01443410

• 10.1080/01443410.2011.608525

https://bibliography.lib.eduhk.hk/tc/bibs/fae56f23

2013-11-16