Skip to main content
SpringerLink
Log in

Moderating the Adverse Consequences of Compassion and Empathy for Teachers in Modernity: Dimensions of Stress, Burnout and Resilience of Teachers in Social Development Schools in Hong Kong

  • Chapter
  • First Online:
Compassion and Empathy in Educational Contexts

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.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 119.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 159.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 159.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Bagnall, R. G., & Wong, K. L. (2014). Applied learning policy in Hong Kong as a contribution to lifelong learning. International Journal of Continuing Education and Lifelong Learning, 7(1), 93–118.

    Google Scholar 

  • Billingsley, B. S. (2004). Special education teacher retention and attrition: A critical analysis of the research literature. Journal of Special Education, 38, 39–55.

    Article  Google Scholar 

  • Center, D., & Callaway, J. (1999). Self-reported job stress and personality in teachers of students with emotional and behavioural disorders. Behavioural Disorders, 25, 41–51.

    Article  Google Scholar 

  • Chan, R. M. (2006). A research study on Hong Kong teachers’ stress: A preliminary analysis. Hong Kong: Hong Kong primary education research association and education convergence (in Chinese).

    Google Scholar 

  • Chan, A., Chen, K., & Chong, E. (2010). Work stress of teachers from primary and secondary schools in Hong Kong (Proceedings of the International Multi Conference of Engineers and Computer Scientists 2010) (Vol. III). Hong Kong: IMECS.

    Google Scholar 

  • Chang, M. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21, 193–218.

    Article  Google Scholar 

  • Cheng, Y. C. (2009a). Teacher management and educational reforms: Paradigm shifts. Prospects, 39(1), 69–89.

    Article  Google Scholar 

  • Cheng, Y. C. (2009b). Hong Kong educational reforms in the last decade: Reform syndrome and new developments. International Journal of Educational Management, 23, 65–86.

    Google Scholar 

  • Chong, S., & Au, M. L. (2008). What works for teachers of students with emotional and behavioural difficulties in Hong Kong’s special schools? The International Journal on School Disaffection, 6(1), 25–34.

    Article  Google Scholar 

  • Chong, S., & Ng, K. (2011). Perception of what works for teachers of students with EBD in mainstream and special schools in Hong Kong. Emotional and Behavioural Difficulties, 16, 173–188.

    Article  Google Scholar 

  • Committee on Teachers’ Work. (2006). CTW final report. Retrieved August 13, 2007, from http://www.legco.gov.hk/yr06-07/english/panels/ed/papers/ed0212cb2-1041-6-e.pdf

  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Day, C. (2013). Passionate teachers, passionate learners: Why technical skills are a necessary but insufficient measure of quality. London: Routledge.

    Google Scholar 

  • Day, C., & Gu, Q. (2014). Resilient teachers, resilient schools: Building and sustaining quality in testing times. London: Routledge.

    Google Scholar 

  • Democratic Alliance for the Betterment of Hong Kong. (2006). Press release: A survey on alleviating teacher workload and stress. Retrieved July 16, 2011, from http://www.dab.org.hk/UserFiles/Image/News%20centre/News/doc/2006/20060110poll.pdf (in Chinese).

  • Denzin, N. K., & Lincoln, Y. (2005). The sage handbook of qualitative research. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Education Bureau. (2013). Information sheet: Education, figures and statistics. Retrieved January 27, 2014, from http://www.edb.gov.hk

  • Education Bureau. (2016). Performance indicators and school self-evaluation tools [online]. Retrieved September 30, 2016, from https://www.edb.gov.hk/attachment/en/sch-admin/sch-quality-assurance/performance-indicators/PI-2016_Eng.pdf

  • Forlin, C., & Lian, M. G. J. (Eds.). (2008). Reform, inclusion and teacher education: Towards a new era of special education in the Asia-Pacific Region. London: Routledge.

    Google Scholar 

  • Grove, K. S. (1997). Architecture for a resilience organisation: Survive, grow and prosper in a downsized environment. Unpublished dissertation, The Union Institute, Cincinnati, OH.

    Google Scholar 

  • Guarino, C. M., Santibañez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76(2), 173–208.

    Article  Google Scholar 

  • Ho, C., Leung, J., & Fung, H. (2003). Teacher expectation of higher disciplinary problems and stress among Hong Kong secondary school teachers. Educational Research Journal, HKIER, 18(1), 41–55.

    Google Scholar 

  • Hong, J. (2012). Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses. Teachers and Teaching: Theory and Practice, 18(4), 417–440.

    Article  Google Scholar 

  • Hong Kong Mood Disorders Centre. (2004). Teacher stress and mood disorders survey (text in Chinese). Retrieved March 13, 2011, from http://www.hmdc.med.cuhk.edu.hk/report/report19.html

  • Hong Kong Professional Teachers’ Union. (2003). Survey study on occupational stress of Hong Kong teachers (text in Chinese). Retrieved January 30, 2011, from http://www.hkptu.org.hk

  • Hong Kong Professional Teachers’ Union. (2005). Quality education impossible with teacher’s higher burnout rate (text in Chinese). PTU News, 498, 127. Retrieved January 30, 2011, from http://www.hkptu.org.hk

  • Hong Kong Professional Teachers’ Union. (2008). Survey on Hong Kong teachers’ occupational stress and mental health (text in Chinese). Hong Kong: Commission to Hong Kong Institute of Asia-Pacific Studies. Retrieved January 30, 2011, from http://www.hkptu.org.hk

  • Hong Kong Professional Teachers’ Union. (2013). Measures for stabilising secondary schools and enhancing quality education (text in Chinese). Hong Kong: Action Group of Secondary Schools of HKPTU. Retrieved May 25, 2014, from http://www.hkptu.org.hk

  • Larkin, M., Watts, S., & Clifton, E. (2006). Giving voice and making sense in interpretative phenomenological analysis. Qualitative Research in Psychology, 3(2), 102–120.

    Article  Google Scholar 

  • Lau, P., Yuen, M., & Chan, R. (2005). Do demographic characteristics make a difference in teacher burnout in Hong Kong secondary schools? Social Indicators Research, 71, 491–516.

    Article  Google Scholar 

  • Mansfield, C. F., Beltman, S., Price, A., & McConney, A. (2012). “Don’t sweat the small stuff”: Understanding teacher resilience at the chalkface. Teaching and Teacher Education, 28(3), 357–367.

    Article  Google Scholar 

  • Maslach, C., & Jackson, S. (1981). The measurement of experienced burnout. Journal of Occupational Behaviour, 2, 99–113.

    Article  Google Scholar 

  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Nunnally, J. L. (1978). Psychometric theory (2nd ed.). New York, NY: McGraw-Hill.

    Google Scholar 

  • Pang, I. W. (2012). Teacher stress in working with challenging students in Hong Kong. Educational Research for Policy and Practice, 11(2), 119–139.

    Article  Google Scholar 

  • Reid, K., Flowers, P., & Larkin, M. (2005). Exploring lived experience: An introduction to interpretative phenomenological analysis. The Psychologist, 18(1), 20–23.

    Google Scholar 

  • Rutter, M. (1990). Psychosocial resilience and protective mechanisms. In J. Rolf, A. S. Mastern, D. Cicchetti, K. H. Nuechterlein, & S. Weintraub (Eds.), Risk and protective factors in the development of psychopathology (pp. 181–214). Cambridge: Cambridge University Press.

    Chapter  Google Scholar 

  • Schwarzer, R., & Schmitz, G. (1999). Collective self-efficacy of teachers: A longitudinal study in ten German states. Zeitschrift für Sozialpsychologie, 30(4), 262–274.

    Article  Google Scholar 

  • Siebert, A. (2006). The survivor personality: Why some people are stronger, smarter, and more skilful at handling life’s difficulties. Oakland, CA: Berrett-Koehler Publishers.

    Google Scholar 

  • Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. London: Sage.

    Google Scholar 

  • Tse, K. C. (2005). Quality education in Hong Kong: The anomalies of managerialism and marketisation. In L. S. Ho & P. Morris (Eds.), Education reform and the quest for excellence (pp. 99–124). Hong Kong: Hong Kong University Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Griffith University, Brisbane, QLD, Australia

    Lai Kuen Brenda Lo & Richard G. Bagnall

Authors
  1. Lai Kuen Brenda Lo
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Richard G. Bagnall
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. School of Education, University of Southern Queensland, Brisbane, QLD, Australia

    Georgina Barton

  2. Department of Education, University of Gothenburg and Stockholm University, Göteborg and Stockholm, Sweden

    Susanne Garvis

Rights and permissions

Reprints and permissions

Copyright information

© 2019 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Lo, L.K.B., Bagnall, R.G. (2019). Moderating the Adverse Consequences of Compassion and Empathy for Teachers in Modernity: Dimensions of Stress, Burnout and Resilience of Teachers in Social Development Schools in Hong Kong. In: Barton, G., Garvis, S. (eds) Compassion and Empathy in Educational Contexts. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-18925-9_10

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-18925-9_10

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-18924-2

  • Online ISBN: 978-3-030-18925-9

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation