The effects of being spurned and self-esteem on depersonalization and coping preferences in kindergarten teachers: the case of Hong Kong

The primary objective of this study was to examine, based on a model of spurned helpers’ reactions: (a) the degrees to which kindergarten teachers in Hong Kong, China, experienced recurrent rejections of their offers of help (being spurned) by peer teachers; (b) whether being spurned by peers would induce depersonalization; (c) the ways teachers with higher or lower self-esteem coped with recurrent rejection; and (d) effects of coping in reducing depersonalization. A sample of serving kindergarten teachers in Hong Kong participated in the study. Their levels of self-esteem were first measured. Five months afterwards the extent to which they were spurned by their peers and the way they coped with such rejections were assessed. Another 5 months later the degrees to which they experienced depersonalization were measured. The results showed (a) that the teachers were fairly spurned; (b) that the more spurned the teachers were, the more depersonalized they were towards their peers; and (c) teachers with higher self-esteem and teachers with lower self-esteem coped with being spurned in different ways. The findings suggest that kindergarten teachers should be aware of recurrent rejection of their offers of help by peer workers and also the adverse effects of such rejection, and that administrators should provide training to teachers to assist them to deal with recurrent rejection of help by peers.