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Julia L. van Leeuwen, Harmen Schaap, Femke P. Geijsel & Paulien C. Meijer. (2024) Early career teachers’ experiences with innovative professional potential in secondary schools in the Netherlands. Professional Development in Education 50:2, pages 403-419.
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Kang Ma, Anne McMaugh & Michael Cavanagh. (2022) The development of teacher self-efficacy from preservice to early career teacher: a systematic review of development and methodological quality in longitudinal research. International Journal of Research & Method in Education 45:5, pages 450-465.
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Wenyan Liang, Huan Song & Ran Sun. (2022) Can a professional learning community facilitate teacher well-being in China? The mediating role of teaching self-efficacy. Educational Studies 48:3, pages 358-377.
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Miha Marinšek, Gregor Jurak & Marjeta Kovač. (2020) Differences in Beliefs Regarding Physical Education Between Slovenian In-Service and Pre-Service Early Childhood Educators. Journal of Research in Childhood Education 34:2, pages 251-266.
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Yulia Irnidayanti, Ridwan Maulana, Michelle Helms-Lorenz & Nurul Fadhilah. (2020) Relationship between teaching motivation and teaching behaviour of secondary education teachers in Indonesia (Relación entre la motivación docente y el comportamiento docente en profesores de educación secundaria en Indonesia). Journal for the Study of Education and Development 43:2, pages 271-308.
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Ruth Harmsen, Michelle Helms-Lorenz, Ridwan Maulana & Klaas van Veen. (2018) The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition. Teachers and Teaching 24:6, pages 626-643.
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Antoine C. M. van den Bogaart, Hans G. K. Hummel & Paul A. Kirschner. (2018) Explicating development of personal professional theories from higher vocational education to beginning a professional career through computer-supported drawing of concept maps. Professional Development in Education 44:2, pages 287-301.
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Ridwan Maulana, Michelle Helms-Lorenz & Wim Van de Grift. (2017) Validating a model of effective teaching behaviour of pre-service teachers. Teachers and Teaching 23:4, pages 471-493.
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Debbie De Neve & Geert Devos. (2016) The role of environmental factors in beginning teachers’ professional learning related to differentiated instruction. School Effectiveness and School Improvement 27:4, pages 357-379.
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Luc Vieira, Odile Rohmer, Mickael Jury, Caroline Desombre, Marine Delaval, Nadège Doignon-Camus, Anne-Clémence Chaillou, Claire Goulet & Maria Popa-Roch. (2024) Attitudes and self-efficacy as buffers against burnout in inclusive settings: Impact of a training programme in pre-service teachers. Teaching and Teacher Education 144, pages 104569.
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Parul Acharya. 2024. Conflict Management - Organizational Happiness, Mindfulness, and Coping Strategies [Working Title]. Conflict Management - Organizational Happiness, Mindfulness, and Coping Strategies [Working Title].
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Lawrence Jun Zhang, Jalil Fathi & Farnoosh Mohammaddokht. (2023) Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers. Perceptual and Motor Skills 130:5, pages 2269-2299.
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Alexandra Maftei, Ana Nicoleta Grigore & Ioan-Alex Merlici. (2023) How good do you think you are with computers? The link between teachers’ perceived digital literacy, occupational efficacy, and psychological distress. Social Psychology of Education 26:5, pages 1321-1339.
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Azanaw Asega Belay, Kassahun Ayele Gasheya, Garedew Tadege Engdaw, Gebisa Guyasa Kabito & Amensisa Hailu Tesfaye. (2023) Work-related burnout among public secondary school teachers is significantly influenced by the psychosocial work factors: a cross-sectional study from Ethiopia. Frontiers in Psychology 14.
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Amensisa Hailu Tesfaye, Kassahun Abate, Gebisa Guyasa Kabito & Telake Azale. (2023) Perceived occupational stress and associated factors among primary school teachers in the second wave of COVID-19 in Ethiopia: a multicenter cross-sectional survey. Frontiers in Public Health 11.
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Guohua Shao. (2023) A model of teacher enthusiasm, teacher self-efficacy, grit, and teacher well-being among English as a foreign language teachers. Frontiers in Psychology 14.
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Jeffrey Keese, Christopher G. Thompson, Hersh C. Waxman, Karen McIntush & Megan Svajda-Hardy. (2023) A Worthwhile Endeavor? A meta-analysis of research on formalized novice teacher induction programs. Educational Research Review 38, pages 100505.
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Shilpa Badrinath Bidi, Varalakshmi Alapati, Venisha Jenifer Dmello, Edwin Weesie, Mathew Thomas Gil, Sandeep S Shenoy, Simmy Kurian & Ambigai Rajendran. (2024) Prevalence of stress and its relevance on psychological well-being of the teaching profession: A scoping review. F1000Research 12, pages 424.
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Shilpa Badrinath Bidi, Varalakshmi Alapati, Venisha Jenifer Dmello, Edwin Weesie, Mathew Thomas Gil, Sandeep S Shenoy, Simmy Kurian & Ambigai Rajendran. (2023) Prevalence of stress and its relevance on psychological well-being of the teaching profession: A scoping review. F1000Research 12, pages 424.
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Lyra L’Estrange & Judith Howard. (2022) Trauma-informed initial teacher education training: A necessary step in a system-wide response to addressing childhood trauma. Frontiers in Education 7.
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Osman Tayyar ÇELİK & Ümit KAHRAMAN. (2022) Öğretmenlerin Örgütsel Destek Algıları ile Psikolojik İyi Oluşları Arasındaki İlişki. Artuklu İnsan ve Toplum Bilim Dergisi 7:1, pages 1-17.
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Dong Jin Kim. (2022) Understanding the History, Theoretical Perspectives, and Influence of Mindfulness: Building Sustainability Through Mindfulness in Education. International Journal of Educational Reform, pages 105678792211067.
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Kunyao Shu. (2022) Teachers’ Commitment and Self-Efficacy as Predictors of Work Engagement and Well-Being. Frontiers in Psychology 13.
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Xiansui Kong. (2021) Chinese English as a Foreign Language Teachers’ Self-Efficacy and Psychological Well-Being as Predictors of Their Work Engagement. Frontiers in Psychology 12.
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Vivienne Y. K. Tao, Yun Li, Ka Hou Lam, Chi Wo Leung, Chit Iam Sun & Anise M. S. Wu. (2021) From teachers’ implicit theories of intelligence to job stress: The mediating role of teachers’ causal attribution of students’ academic achievement. Journal of Applied Social Psychology 51:5, pages 522-533.
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Alicia Regalado, Juanjo Mena & Gloria Gratacós. 2021. Teacher Induction and Mentoring. Teacher Induction and Mentoring
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Elisabeth Wischlitzki, Nadja Amler, Julia Hiller & Hans Drexler. (2020) Psychosocial Risk Management in the Teaching Profession: A Systematic Review. Safety and Health at Work 11:4, pages 385-396.
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Ioannis Katsantonis. (2020) Factors Associated with Psychological Well-Being and Stress: A Cross-Cultural Perspective on Psychological Well-Being and Gender Differences in a Population of Teachers. Pedagogical Research 5:4, pages em0066.
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Ruth Harmsen, Michelle Helms‐Lorenz, Ridwan Maulana & Klaas van Veen. (2018) The longitudinal effects of induction on beginning teachers’ stress. British Journal of Educational Psychology 89:2, pages 259-287.
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Gregorius J. Beek, Itzél Zuiker & Rosanne C. Zwart. (2019) Exploring mentors' roles and feedback strategies to analyze the quality of mentoring dialogues. Teaching and Teacher Education 78, pages 15-27.
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Luis E. Alvarado & Francisco D. Bretones. (2018) New working conditions and well-being of elementary teachers in Ecuador. Teaching and Teacher Education 69, pages 234-242.
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Shahab Moradkhani & Sara Haghi. (2017) Context-based sources of EFL teachers' self-efficacy: Iranian public schools versus private institutes. Teaching and Teacher Education 67, pages 259-269.
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Světlana Hanušová, Michaela Píšová, Tomáš Kohoutek, Eva Minaříková, Miroslav Janík, Tomáš Janík, Jan Mareš, Stanislav Ježek & Klára Uličná. 2017. Chtějí zůstat nebo odejít?. Chtějí zůstat nebo odejít?.
Luis E. Alvarado & Francisco Diaz Bretones. (2019) New Working Conditions and Well-Being of Elementary Teachers in Ecuador. SSRN Electronic Journal.
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