Abstract
146 EBC teachers of the seven Social Development Schools were invited to complete the questionnaire. Five existing instruments were adapted to form the questionnaire: the Source of Teacher Stress Scale, the Maslach Burnout Inventory-Educator Scale, the Teachers’ Sense of Efficacy Scale, the Resilience Scale, and the Collective Teacher Self-efficacy Scale. The analysis of the questionnaire data began with the development of descriptive statistics and moved to multiple regression (path) analysis to ascertain the relations among stress, burnout and resilience. In-depth interviews were conducted with 11 of the 106 respondents who rated themselves as resilient and who volunteered to participate in semi-structured interviews. Transcripts of the interviews were analyzed to identify and detail the significant factors and actions involved in the teachers’ resilience to burnout. Results
Highlights
The incidence of stress and burnout among teachers in Hong Kong has been increasing at an alarming rate in recent years [1,2]
Studies on teacher stress and burnout have found that teachers of students with emotional behavioral challenges (EBC teachers) report more stress than general education teachers and are more likely to want to leave their position [3]
This study examines the stress and burnout levels and their relation with the individual and organizational resilience of the teachers from seven Social Development Schools in Hong Kong
Summary
The incidence of stress and burnout among teachers in Hong Kong has been increasing at an alarming rate in recent years [1,2]. In view of the possible adverse consequences of teacher stress and burnout, certain measures must be undertaken to alleviate these problems. This study examines the stress and burnout levels and their relation with the individual and organizational resilience of the teachers from seven Social Development Schools (special schools for maladjusted students who have varied EBC) in Hong Kong. The question of how these EBC teachers become resilient while teaching in the challenging school environment is explored, with a view to developing an explanatory model of the relation between stress, burnout and resilience and the factors and behaviors affecting resilience. Recommendations are drawn from this model on how teachers and school systems may act to alleviate the problem of burnout
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