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Raúl Eirín-Nemiña, Alberto Sanmiguel-Rodríguez & Jesús Rodríguez-Rodríguez. (2022) Professional satisfaction of physical education teachers. Sport, Education and Society 27:1, pages 85-98.
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Yumei Yang & Dewan Md Tajul Islam. (2021) Work-life Balance and Organizational Commitment: a Study of Field Level Administration in Bangladesh. International Journal of Public Administration 44:14, pages 1286-1296.
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Christopher J. McCarthy, Paul G. Fitchett, Richard G. Lambert & Lauren Boyle. (2020) Stress vulnerability in the first year of teaching. Teaching Education 31:4, pages 424-443.
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Paul G. Fitchett, Christopher J. McCarthy, Richard G. Lambert & Lauren Boyle. (2018) An examination of US first-year teachers’ risk for occupational stress: associations with professional preparation and occupational health. Teachers and Teaching 24:2, pages 99-118.
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Chris Wilkins. (2017) ‘Elite’ career-changers and their experience of initial teacher education. Journal of Education for Teaching 43:2, pages 171-190.
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Konstantina Rentzou. (2015) Prevalence of burnout syndrome of Greek child care workers and kindergarten teachers. Education 3-13 43:3, pages 249-262.
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Sean Kearney. (2014) Understanding beginning teacher induction: A contextualized examination of best practice. Cogent Education 1:1.
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Steven R. Chesnut & Theresa A. Cullen. (2014) Effects of Self-Efficacy, Emotional Intelligence, and Perceptions of Future Work Environment on Preservice Teacher Commitment. The Teacher Educator 49:2, pages 116-132.
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Reza Pishghadam, Bob Adamson, Shaghayegh Shayesteh Sadafian & Flora L. F. Kan. (2014) Conceptions of assessment and teacher burnout. Assessment in Education: Principles, Policy & Practice 21:1, pages 34-51.
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A. Rui Gomes, Susana Faria & A. Manuela Gonçalves. (2013) Cognitive appraisal as a mediator in the relationship between stress and burnout. Work & Stress 27:4, pages 351-367.
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Göran Fransson & Jan Grannäs. (2013) Dilemmatic spaces in educational contexts – towards a conceptual framework for dilemmas in teachers work. Teachers and Teaching 19:1, pages 4-17.
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Leslie J. Francis, Mandy Robbins & Keith Wulff. (2013) Assessing the Effectiveness of Support Strategies in Reducing Professional Burnout Among Clergy Serving in The Presbyterian Church (USA). Practical Theology 6:3, pages 319-331.
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Andrew J.Hobson & Patricia Ashby. (2012) Reality aftershock and how to avert it: second-year teachers’ experiences of support for their professional development. Cambridge Journal of Education 42:2, pages 177-196.
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Hazel Hagger, Trevor Mutton & Katharine Burn. (2011) Surprising but not shocking: The reality of the first year of teaching. Cambridge Journal of Education 41:4, pages 387-405.
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GaryN. Chambers, AndrewJ. Hobson & Louise Tracey. (2010) ‘Teaching could be a fantastic job but …’: three stories of student teacher withdrawal from initial teacher preparation programmes in England. Teachers and Teaching 16:1, pages 111-129.
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RobertM. Klassen & ColinJ. K. Anderson. (2009) How times change: secondary teachers' job satisfaction and dissatisfaction in 1962 and 2007. British Educational Research Journal 35:5, pages 745-759.
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Joanna McIntyre, AndrewJ. Hobson & Nick Mitchell. (2009) Continuity, support, togetherness and trust: findings from an evaluation of a university‐administered early professional development programme for teachers in England. Professional Development in Education 35:3, pages 357-379.
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AndrewJ. Hobson, Marina-Stefania Giannakaki & GaryN. Chambers. (2009) Who withdraws from initial teacher preparation programmes and why?. Educational Research 51:3, pages 321-340.
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