| Abstract: | This study examined (a) the extents to which primary school teachers experienced spurning of their help by peer teachers, (b) how spurned teachers reacted, and (c) how teachers’ self-esteem and importance attached to their teaching abilities influenced their reactions. Seven hundred eighty teachers in Guangzhou, China, responded to 3 waves of questionnaires assessing the variables under study. The results showed that the teachers experienced a moderate level of spurning, were seemingly threatened by the spurning, and reacted by disparaging the personal attributes of rejecting peers, with their self-esteem and importance attached to their teaching abilities exerting moderating effects. |
