Burnout and coping among Chinese secondary school teachers in Hong Kong

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.