title: Burnout and coping among Chinese secondary school teachers in Hong Kong.
abstract: The tripartite components of burnout and eight coping strategies were assessed in a sample of 415 Chinese secondary school teachers in Hong Kong. While emotional exhaustion and depersonalisation were relatively undifferentiated among these teachers, a reduced sense of accomplishment as a distinct component of burnout was generally reported. The findings that avoidant coping strategies were consistently related to all three aspects of burnout suggested that teachers employing escape-avoidance to cope with stressors might be more prone to burnout. Implications for promoting certain patterns of coping to combat burnout were discussed.
authors.affiliation: Department of Educational Psychology, Chinese University of Hong Kong.
authors.forename: D W
authors.initials: DW
authors.lastname: Chan
authors.forename: E K
authors.initials: EK
authors.lastname: Hui
mesh_terms: D000223:Adaptation, Psychological; D000328:Adult; D002055:Burnout, Professional / Q000208:ethnology / Q000517:prevention & control / Q000523:psychology*; D003431:Cross-Cultural Comparison; D005260:Female; D006723:Hong Kong; D006801:Humans; D007588:Job Satisfaction; D008297:Male; D008875:Middle Aged; D013663:Teaching