Abstract
This article first illustrates how recent social, economic and educational development in Hong Kong contributes to teacher stress. It then presents data from an international study on teacher stress with respect to working with challenging students, i.e. students with behavioural problems. Teachers were asked to report on the perceived behavioural incidence, associated stress and the impacts of the most challenging student in their classes. The relationships among the various perceptions of teachers were examined using bivariate correlation, canonical correlation and one-way ANOVA. To account for the associated stress and impacts on teachers, negative affect, self-critical attitude and self-efficacy beliefs of teachers were found to be more important than the school characteristics. Compared to their counterparts, Hong Kong teachers were found to be subjected to highest negative impacts from the challenging students and have most negative beliefs in working with them. This study concludes with a discussion of the findings and remedies that might relieve the stress among teachers in Hong Kong.
Similar content being viewed by others
References
Argyle M. (2001) The psychology of happiness (2nd ed.). Routledge, New York
Boyle G. J., Borg M. G., Falzon J. M., Baglioni A. J. Jr. (1995) A structural model of the dimensions of teacher stress. British Journal of Educational Psychology 65: 49–67
Bronfenbrenner U. (1994) Ecological models of human development. In: Husén T., Postlethwaite T. N. (eds) International encyclopedia of education. Elsevier Sciences, Oxford, pp 1643–1647
Brown J., Davis S., Johnson E. (2002) Teachers on teaching—A survey of the teaching profession. Market & Opinion Research International, London
Caritas Hong Kong Youth and Community Office. (2010). A survey report of the inclusive education in Hong Kong secondary schools. Unpublished Report, Caritas, Hong Kong (in Chinese).
Census & Statistics Department. (2007). Census and Statistics Department announces results of household incomes study. Retrieved September 9, 2009, from http://www.bycensus2006.gov.hk/en/press/070618/index.htm.
Chan D. (2005) Stress, self-efficacy, and burnout among Chinese secondary school teachers in Hong Kong. In: Barnes L. V. (eds) Contemporary teaching and teacher issues. Nova Science Publishers Inc, New York, pp 227–245
Chan, M. C. (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).
Cheng Y. C. (2009) Teacher management and educational reforms: Paradigm shifts. Prospects 39(1): 69–89
Chiu M. M., Chow B. W. Y. (2011) Classroom discipline across forty-one countries: School, economic and cultural differences. Journal of Cross-Cultural Psychology 42(3): 516–533
Chiu W.K., Lui T.L. (2006) A review of the theory of the social polarization of the globalized city: Hong Kong after 1990s. In: Lau S.K., Wan P.S., Lee M.K., Wong S.L (eds) The trends and challenges of social development: The experience of Hong Kong and Taiwan. Hong Kong Institute of Asia-Pacific Studies (in Chinese), Hong Kong, pp 3–40
City University of Hong Kong and Professional Teacher Union. (2006). 90% of teachers face ‘much higher’ pressure than five years ago (in Chinese). Retrieved 19 January, 2010, from http://www.hkptu.org.hk/ptu/director/pubdep/ptunews/497/edu-talk.htm.
Curriculum Development Council: (2001) Learning to learn: The way forward in curriculum development. Curriculum Development Council
Democratic Alliance for Betterment of Hong Kong. (2002). Hong Kong teacher stress survey. Retrieved June 8, 2010, from http://www.dab.org.hk/UserFiles/Image/News%20centre/News/doc/2002/20021006poll.pdf (in Chinese).
Democratic Alliance for Betterment of Hong Kong & Hong Kong Federation of Education Workers. (2006). Press release: A survey on alleviating teacher workload and stress. Retrieved June 8, 2010, from http://www.dab.org.hk/UserFiles/Image/News%20centre/News/doc/2006/20060110poll.pdf (in Chinese).
Education and Manpower Branch & Education Department: (1991) The school management initiative: Setting the framework for quality in Hong Kong schools. Hong Kong Government Printer, Hong Kong
Education Commission: (1992) Education Commission Report No. 5. Education Commission, Hong Kong
Education Commission: (2000) Learning for life, learning through life: Reform proposals for the education system in Hong Kong. Education Commission, Hong Kong
Ellis A., Blau S. (1998) Rational emotive behavior therapy. Directions in Clinical and Counseling Psychology 8: 41–56
Equal Opportunities Commission: (2001) Disability discrimination ordinance: Code of practice on education. Equal Opportunities Commission, Hong Kong
Everaert, H. A., & van der Wolf, J. C. (2005). Behaviorally challenging students and teacher stress. Retrieved July 10, 2010, from http://www.huclassic.nl/NR/rdonlyres/0EC41124-C775-4D68-847E-2D8BACE23268/0/KG01_huisstijl.pdf
Forlin C. (2001) Inclusion: Identifying potential stressors for regular class teachers. Educational Research 43(3): 235–245
Fung, W. W. (2008). Excessive further study as a waste of social resources. Professional Teachers’ Union News, 537, p. 3 (in Chinese).
Golembiewski R. T., Munzenrider R. F., Carter D. (1983) Phases of progressive burnout and their worksite covariants. Journal of Applied Behavioral Science 19: 461–481
Greene R. W., Abidin R. R., Kmetz C. (1997) The index of teaching stress: A measure of student-teacher compatibility. Journal of School Psychology 35(3): 239–259
Hastings R. P., Bham M. S. (2003) The relationship between student behaviour patterns and teacher burnout. School Psychology International 24(1): 115–127
Ho R. Y. K. (2005) The Hong Kong economy since the 1980s. In: Estes R. J. (eds) Social development in Hong Kong: The unfinished agenda. Oxford University Press, Hong Kong, pp 43–50
Hong Kong Council of Social Service. (2009). Social Development Index 2008. Hong Kong: Hong Kong Council of Social Service (in Chinese).
Hong Kong Mood Disorders Center. (2004). Teacher stress and mood disorders survey (29/6/2004). Retrieved February 20, 2010, from http://www.hmdc.med.cuhk.edu.hk/report/report19.html (in Chinese).
Hong Kong SAR Government: (2002) Hong Kong year book 2002. Information Services Department of the Hong Kong SAR Government, Hong Kong
Hong Kong SAR Government: (2007) Hong Kong year book 2007. Information Services Department of the Hong Kong SAR Government, Hong Kong
Jarvis, M. (2008). Teacher stress. Retrieved January 30, 2011, from http://teachersupport.info/news/well-being/teacher-stress.php.
Jin P., Yeung A., Tang T. O., Low. R. (2008) Identifying teachers at risk in Hong Kong: Psychosomatic symptoms and sources of stress. Journal of Psychosomatic Research 65(4): 357–362
Kokkinos C. M. (2007) Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology 77: 229–243
Kyriacou C. (1987) Teacher stress and burnout: An international review. Educational Research 29: 146–152
Lackey, G. F. (2007). Stress, stress theories. In R. George (Ed.), Blackwell online encyclopedia of sociology. Retrieved October 24, 2010, from http://0-www.blackwellreference.com.edlis.ied.edu.hk/subscriber/tocnode?id=g9781405124331_chunk_g978140512433125_ss1-283.doi:10.1111/b.9781405124331.2007.x.
Lee, M. K. (2000). Hong Kong’s family trends and their policy implications. Keynote Speech presented at the HKSAR Central Policy Unit Seminar on Hong Kong’s Families in Transition: Trends and Policy Implications, Hong Kong, China.
Lens W., Nevesde Jesus S. (1999) A psychosocial interpretation of teacher stress and burnout. In: Vandenberghe R., Huberman A. M. (eds) Understanding and preventing teacher burnout: A source book of international research and practice. Cambridge University Press, Cambridge, pp 192–201
Leung S. K., Mak Y. W., Chui Y. Y., Chiang C. L., Lee C. K. (2009) Occupational stress, mental health status and stress management behaviors among secondary schools teachers in Hong Kong. Health Education Journal 68: 328–343
Lui T.L., Wong C.T. (2003) The observation of the situation of Hong Kong middle class. Joint Publishing Co. Ltd (in Chinese), Hong Kong
O’connor E. E., Dearing E., Collins B. A. (2011) Teacher–child relationship and behavior problem trajectories in elementary schools. American Educational Research Journal 48(1): 120–162
Oettingen G. (1995) Cross-cultural perspectives on self-efficacy. In: Bandura A. (eds) Self-efficacy in changing society. Cambridge University Press, Cambridge, pp 149–176
Pang I. W. (2008) School-based management in Hong Kong: Centralizing or decentralizing. Educational Research for Policy and Practice 7: 17–33
Pang I. W. (2011) Home-school cooperation in the changing context—An ecological approach. The Asia-Pacific Education Researcher 20(1): 1–16
Rudow B. (1999) Stress and burnout in the teaching profession: European studies, issues, and research perspectives. In: Vandenberghe R., Huberman A. M. (eds) Understanding and preventing teacher burnout: A source book of international research and practice. Cambridge University Press, Cambridge, pp 38–58
Schwarzer R., Greenglass E. (1999) Teacher burnout from a social-cognitive perspective: A theoretical position paper. In: Vandenberghe R., Hubermann M. (eds) Understanding and preventing teacher burnout: A sourcebook of international research and practice. Cambridge University Press, Cambridge, pp 238–246
Scott I. (2000) Public sector reform and middle managers in Hong Kong. The Asian Journal of Public Administration 22(2): 107–134
Shek D.T.L. (2004) Social development index 2004. Hong Kong Council of Social Services (in Chinese), Hong Kong
Shek D. T. L. (2005) Social stress in Hong Kong. In: Estes R. J. (eds) Social development in Hong Kong—The unfinished agenda. Oxford University Press, Hong Kong, pp 213–222
Smith A., Brice C., Collins A., Matthews V., McNamara R. (2000) The scale of occupational stress: A further analysis of the impact of demographic factors and type of job (Contract Research Report 311/2000). Health and Safety Executive HSE Books, Sudbury
Smylie M. A. (1999) Teacher stress in a time of reform. In: Vandenberghe R., Hubermann M. (eds) Understanding and preventing teacher burnout: A sourcebook of international research and practice. Cambridge University Press, Cambridge, pp 59–84
Stevenson H. W. (1992) The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education. Touchstone, New York
The Church of United Brethren in Christ. (2008). A survey report on the effects of workload on parent–child relationship. Hong Kong: The Church of United Brethren in Christ (in Chinese).
The Committee on Teachers’ Work. (2006). Final Report. Retreived August 1, 2009, from http://www.legco.gov.hk/yr06-07/english/panels/ed/papers/ed0212cb2-1041-6-e.pdf
Tse K.C. (2002) Hong Kong society—A historical perspective. In: Tse K.C (eds) Our place, our time: A new introduction to Hong Kong society. Oxford University Press (in Chinese), Hong Kong, pp 1–28
Tsui K.T., Tse C.Y. (2006) Research report on the implementation of inclusive education in Hong Kong Primary schools. Hong Kong Primary Education Research Association and Hong Kong Special Schools Council (in Chinese), Hong Kong
van der Wolf K., Everaert H. A. (2003) Teacher stress, challenging parents and problem students. In: Castelli S., Mendel M., Ravn B. (eds) School, family, and community partnership in a world of differences and changes. University of Gdansk, Gdansk, pp 135–146
Woods P. (1999) Intensification and stress in teaching. In: Vandenberghe R., Huberman A. M. (eds) Understanding and preventing teacher burnout: A source book of international research and practice. Cambridge University Press, Cambridge, pp 115–138
Yoon J. S. (2002) Teacher characteristics as predictors of teacher–student relationships: Stress, negative affect and self-efficacy. Social Behavior & Personality: An International Journal 30(5): 485–493
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Pang, IW. Teacher stress in working with challenging students in Hong Kong. Educ Res Policy Prac 11, 119–139 (2012). https://doi.org/10.1007/s10671-011-9109-6
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10671-011-9109-6