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Gratitude, gratitude intervention and subjective well‐being among Chinese school teachers in Hong Kong

This study assessed the dispositional gratitude and its relationships with orientations to happiness and burnout in a sample of 96 Chinese school teachers in Hong Kong and investigated the effectiveness of an eight‐week gratitude intervention programme using a pre‐test/post‐test design with outcome measures of subjective well‐being in the same sample of teachers. The results indicated that the dispositional gratitude of teachers correlated substantially and positively with a meaningful life orientation to happiness and with personal accomplishment, and correlated substantially and negatively with the two negative components of burnout: emotional exhaustion and depersonalisation. The effects of the gratitude intervention were evident in the increase in scores on satisfaction with life and on positive affect, especially for teachers in the low‐gratitude group. Implications of the findings on the relationships between gratitude and burnout and the effectiveness of gratitude intervention for teachers of different levels of dispositional gratitude are discussed.