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Expressiveness versus genuineness: Hong Kong teachers’ perceptions of gratitude in local and international schools
Date Issued
2025
Journal
ISSN
0742-051X
1879-2480
Citation
Teaching and Teacher Education, 2025, vol. 156, article no. 104923.
Type
Peer Reviewed Journal Article
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.
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