The structural causes of teacher burnout in Hong Kong

The structural causes of teacher burnout in Hong Kong

• Tsang, Kwok Kuen Beijing Normal University

Chinese Education and Society, 51(6), 449-461, 2018

Routledge

2018

• A 人的成長與發展
  • AC 社化；自我概念；自尊、身份認同、感性、情緒、羣性與德性的發展
• M 教師與教師教育
  • MF 教育工作人員之特徵與境況

Alienation Burnout Education Reform School Administration Teacher

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

 Since the mid 1990s, teacher burnout has become a crucial phenomenon in the Hong Kong education system, as increasing numbers of Hong Kong teachers have been reported as stressed, exhausted, and depersonalized in their teaching. In the Hong Kong community, including the academic circle, many people have applied the psychological theory of burnout to study the psychological causes of teacher burnout. However, this article argues that teacher burnout has become a social issue and is not a purely psychological phenomenon. Thus, it is important for us to identify the structural causes rather than the psychological causes of teacher burnout, to obtain a more comprehensive understanding of teacher burnout, and to develop better solutions. This article therefore theoretically analyzes how teacher burnout can be caused by certain structural forces, including structural education reforms, the administrative structure of schools, and the occupational and career structure of teaching, from the perspective of the sociological theory of work alienation. The article also gives recommendations for further studies based on the theoretical analysis. Copyright © 2019 Taylor & Francis Group, LLC.

• 英文

期刊論文

• 10611932

• 10.1080/10611932.2018.1570797

https://bibliography.lib.eduhk.hk/tc/bibs/fb78137a

2023-02-06