Hardiness and its role in the stress–burnout relationship among prospective Chinese teachers in Hong Kong

By D. Chan. 2003

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Personality hardiness, job involvement and job burnout among teachers (2010, background): “Chan (2003) assessed hardiness and burnout among teachers and found that hardiness has significant impact on emotional exhaustion and personal accomplishment.”
Orientations to happiness and subjective well‐being among Chinese prospective and in‐service teachers in Hong Kong (2009, background): “…to learning and life in general might have great impact on their professional training and development, the focus of many previous research studies in Hong Kong has been almost entirely on the negative or pathological aspects such as teacher stress and burnout (e.g., Chan, 2003; Chan & Hui, 1995).”
Exploring Teachers’ Resilience in Relation to Job Satisfaction, Burnout, Organizational Commitment and Perception of Organizational Climate (2018, background): “, 2002, Chan, 2003, Maddi et al., 2006; Sezgin, 2009; Sezgin, 2012; Genç, 2014). On the contrary, Hannah and Morrisey (1986) concluded that as the individual gets older, there is a significant decrease in the level of resilience of women.”
Mindfulness training as an evidenced-based approach to reducing stress and promoting well-being among human services professionals (2008, methodology): “Our team developed this MindfulnessBased Wellness Education course based on clear empirical evidence of the impact of stress and the incidence of burnout among teachers and teacher trainees (Chan 2003; Montgomery & Rupp 2005).”