Expressiveness versus genuineness: Hong Kong teachers’ perceptions of gratitude in local and international schools

M. G. HARRISON, Ji YING, Carla BRIFFETT-AKTAŞ, G. TSUI, A. S. CHENG, L. JACKSON

Research output: Contribution to journalArticlespeer-review

Abstract

Gratitude is usually conceptualised psychologically and approached through interventions largely detached from pedagogy and the wider context of school. However, its roles in learning and socialisation differ across cultures, and may impact teachers’ perceptions and practices. We interviewed teachers in Hong Kong. International school teachers emphasised the importance of gratitude in developing interpersonal relationships and saw performative acts of gratitude as lacking genuineness. Local (public) school teachers valued explicit gratitude, which they saw as essential for maintaining social harmony. These differences suggest that gratitude serves different functions in the two school systems. We discuss implications for gratitude education. Copyright © 2024 Elsevier Ltd.
Original languageEnglish
Article number104923
JournalTeaching and Teacher Education
Volume156
Early online dateJan 2024
DOIs
Publication statusPublished - 2025

Citation

Harrison, M. G., Ying, J., Briffett-Aktas, C., Tsui, G., Cheng, A. S., & Jackson, L. (2025). Expressiveness versus genuineness: Hong Kong teachers’ perceptions of gratitude in local and international schools. Teaching and Teacher Education, 156, Article 104923. https://doi.org/10.1016/j.tate.2024.104923

Keywords

  • Gratitude education
  • Hong Kong
  • International schools
  • Local schools

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