Identifying teachers at risk in Hong Kong: Psychosomatic symptoms and sources of stress

Jin, Putai; Yeung, Alexander Seeshing; Tang, Tak-On; Low, Renae

doi:10.1016/j.jpsychores.2008.03.003

Cited by 53 publications

(45 citation statements)

References 19 publications

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“…In this regard, however, Hong Kong is quite lacking. Jin, Yeung, Tang and Low (2008) investigated the sources of stresses for Hong Kong high school teachers. The most common cited sources were high expectations of schools and parents.…”

Section: Contrasting Hong Kong Practices With the Anglospherementioning

confidence: 99%

Teacher Professional Development in Hong Kong Compared to Anglosphere: the Role of Confucian Philosophy

Lam

2015

PSYE

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ABSTRACT:Teacher Professional Development" (aka teacher PD) has garnered research attention in recent years. Scholars seek to understand the teacher PD process, while practitioners are interested in deriving policies to facilitate teacher PD. The consensus emerging from the pool of literature is that teacher PD should be "individualized": more focused on fostering teachers' personal growth instead of enforcing "standard practices". The Anglosphere has been leading in the domain of teacher PD, causing many regions to imitate its practices. Using documentary analysis, this paper reviews teacher PD policies in Hong Kong over the past forty years and compares them with practices typically adopted in the Anglosphere. The paper suggests that the PD policies of Hong Kong progressed from 'solely teacher training', to 'emphasis on generic skills', to 'lifelong learning'. The concept of 'Confucian Heritage Culture' is used to explain the differences between the Angloshpere and Hong Kong in terms of PD practices. Implications for adapting teacher PD practices cross-culturally are discussed.

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Section: Contrasting Hong Kong Practices With the Anglospherementioning

confidence: 99%

Teacher Professional Development in Hong Kong Compared to Anglosphere: the Role of Confucian Philosophy

Lam

2015

PSYE

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“…The health and well-being of teachers and other school staff members can be harmed by excessive workloads caused by, for example, inordinate demands made on a person's time and work resources [1][2][3][4]. However, it can also be seen that attributes such as an interesting job, good occupational health and good working conditions all contribute towards an environment where individuals can confront and manage stressful situations within schools.…”

Section: Introductionmentioning

confidence: 99%

“…Earlier studies have shown that teachers' work is considered mentally demanding [2,3,[5][6][7][8][9]. For instance, according to Bauer et al [6], nearly 30% of German teachers suffer from significant mental health problems.…”

Section: Introductionmentioning

confidence: 99%

“…Similar results have also been found by Morena-April et al [8]: more than one third of teachers in Spain reported having a high workload. Stress is caused by factors such as a hectic pace of work, lack of time, unfinished tasks and work requiring intense concentration [10] as well as a lack of recognition and appreciation and negative experiences with pupils and their parents senior colleagues and supervisors [2,6,11].…”

Section: Introductionmentioning

confidence: 99%

“…In addition to the negative effect on mental faculties, work-related stress and an excessive workload can also cause teachers physical [9] and psychosomatic symptoms (such as headaches, insomnia) [2]. A high workload for teachers carries a high risk of experiencing maladies such as the emergence of pains in the neck and upper limb area [12] as well as voice-related problems [13].…”

Section: Introductionmentioning

confidence: 99%

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School Staffs' Experiences of Work and Working Conditions in Finnish and Estonian Schools

Saaranen¹,

Pertel²,

Kalle³

et al. 2012

TOPHJ

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This paper describes the basic results of a survey into the occupational well-being of school staff related to various aspects of the 'worker and work' and working conditions, and to outline development requirements of school communities across Finland and Estonia. The baseline survey data were collected between 2009 and 2010 using the webbased Well-being at your work index questionnaire and analysed statistically. Using participatory action research, the project runs from 2009 until 2013 within the SHE (Schools for Health in Europe) network in Finland and Estonia. According to the results, approximately 40 % of Finnish and 20 % of Estonian participants were unhappy with the mental workload of their work. 67 % of Finnish and 50 % of Estonian participants felt unable to complete work at their workplace within working hours. In addition results showed the need for enhancement of working conditions in Finnish schools, e.g. providing air conditioning, and that Estonian school staff view their occupational well-being more positively than the Finns. The results apply to Finnish and Estonian school communities but could also be applied on a broader scale when developing international intervention research and development projects. This paper contains research-based information on the occupational well-being of school staff for use by school management and staff, and healthcare professionals.

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A Pilot Evaluation on a Stress Management Programme Using a Combined Approach of Cognitive Behavioural Therapy (CBT) and Complementary and Alternative Medicine (CAM) for Elementary School Teachers

et al. 2013

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The aim of this study is to explore the efficacy of implementing a stress management programme based on a combined approach using cognitive behavioural therapy and complementary and alternative medicine for elementary school teachers who experienced mild level of stress, anxiety and/or depressive symptoms in Hong Kong. A 12-h programme involving cognitive behavioural therapy, self-management, relaxation techniques (diaphragmatic breathing and progressive muscle relaxation), mindful exercises (qigong and yoga), aromatherapy and acupressure was conducted. A quasi-experimental design was used to compare the intervention groups (n = 47) with the wait-list control groups (n = 46). The primary outcome measures were depression, anxiety and stress. Results indicated that the intervention group had significant reduction in depression [(F = 3.93; degrees of freedom (df) = 2.90; p = 0.023)], anxiety (F = 3.37; df = 2.90; p = 0.039) and stress (F = 3.63; df = 2.89; p = 0.031) when compared with the control group. Participants in both groups demonstrated lowered level of salivary cortisol at the post-assessment. The pilot results provided preliminary support to the multi-component stress management programme in relieving affective symptoms of teachers. The programme may be considered as an initial strategy to empower teachers with the abilities to cope with their affective symptoms. Further evaluation using a better designed randomized study with a larger sample size is warranted. (word: 198; max.: 200).

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Identifying teachers at risk in Hong Kong: Psychosomatic symptoms and sources of stress

Cited by 53 publications

References 19 publications

Teacher Professional Development in Hong Kong Compared to Anglosphere: the Role of Confucian Philosophy

Teacher Professional Development in Hong Kong Compared to Anglosphere: the Role of Confucian Philosophy

School Staffs' Experiences of Work and Working Conditions in Finnish and Estonian Schools

A Pilot Evaluation on a Stress Management Programme Using a Combined Approach of Cognitive Behavioural Therapy (CBT) and Complementary and Alternative Medicine (CAM) for Elementary School Teachers

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