Abstract
This chapter reports a recent study of stress, burnout and resilience among teachers of emotionally and behaviourally challenged (EBC) students in social development schools (SDSs) in Hong Kong. A survey of the SDS teacher population identified unexpectedly moderate levels of stress and burnout, but moderate-to-high levels of resilience. In-depth conversational interviews with a sample of more resilient teachers explored the dimensions of their resilience. Eight dimensions of their individual resilience and four dimensions of their organisational resilience in their work context were identified. Those 12 dimensions present opportunities for educational authorities and teachers to enhance teacher resilience and reduce their levels of stress and burnout in this research context and potentially also in others like it.
Published Version
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