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Educational Studies Volume 48, 2022 - Issue 6
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Predictors of perceived teachers’ and school counsellors’ work stress in the transition period of online education in schools during the COVID-19 pandemic

Katja KoširDepartment of Psychology, Faculty of Arts, University of Maribor, Maribor, SloveniaCorrespondence[email protected]
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,
Špela DugonikDepartment of Psychology, Faculty of Arts, University of Maribor, Maribor, SloveniaView further author information
,
Adelisa HuskićDepartment of Psychology, Faculty of Arts, University of Maribor, Maribor, SloveniaView further author information
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Jure GračnerDepartment of Psychology, Faculty of Arts, University of Maribor, Maribor, SloveniaView further author information
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Zala KokolDepartment of Psychology, Faculty of Arts, University of Maribor, Maribor, SloveniaView further author information
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Živa KrajncDepartment of Psychology, Faculty of Arts, University of Maribor, Maribor, SloveniaView further author information
Pages 844-848 | Received 03 Jun 2020, Accepted 04 Oct 2020, Published online: 11 Oct 2020

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Irena Burić, Mara Šimunović & Barbara Balaž. (2023) Work–family conflicts and teacher commitment during the COVID-19 pandemic: a moderated mediation analysis of emotional exhaustion and psychological capital. Educational Psychology 43:5, pages 472-490.
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Emily Daniel & Penny Van Bergen. (2023) Teacher burnout during COVID-19: associations with instructional self-efficacy but not emotion regulation. Teachers and Teaching 29:3, pages 310-328.
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Aaron Leo, Elizabeth A. Holdsworth, Kristen C. Wilcox, Maria I. Khan, José Antonio Mola Ávila & Jessie Tobin. (2022) Gendered impacts of the COVID-19 pandemic: a mixed-method study of teacher stress and work-life balance. Community, Work & Family 25:5, pages 682-703.
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Stefan Ninković, Stanislava Olić Ninković, Tihomir Lazarević & Jasna Adamov. (2021) Serbian teachers’ perceptions of online assessment during COVID-19 school closure: the role of teachers’ self-efficacy. Educational Studies 0:0, pages 1-13.
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Articles from other publishers (20)

Mehmet Karakus, Mustafa Toprak & Junjun Chen. (2024) Demystifying the impact of educational leadership on teachers’ subjective well-being: A bibliometric analysis and literature review. Educational Management Administration & Leadership.
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Richard Marcel I. & T. J. Kamalanabhan. (2024) Leading with Compassion: An Inquiry into Compassionate Leadership of School Principals that Impact Teacher Attitudes and Job Performance. Management and Labour Studies.
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Georgios Lampropoulos & Wilfried Admiraal. (2024) Comparing Emergency Remote Learning with Traditional Learning in Primary Education: Primary School Student Perspectives. Open Education Studies 6:1.
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Vera ŽupanecS.S., Tihomir LazarevićD.D. & Stanislava Olić-NinkovićI.I.. (2024) Effects of using project-based learning in biology teaching. Inovacije u nastavi 37:1, pages 61-74.
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Tabea Schulze-Hagenest, Bastian Carstensen, Kira Weber, Thorben Jansen, Jennifer Meyer, Olaf Köller & Uta Klusmann. (2023) Teachers’ emotional exhaustion and job satisfaction: How much does the school context matter?. Teaching and Teacher Education 136, pages 104360.
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Daniel Lundqvist & Andreas Wallo. (2023) Leadership and Employee Well-Being and Work Performance when Working from Home: A Systematic Literature Review. Scandinavian Journal of Work and Organizational Psychology 8:1, pages 9.
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Anindita Bhattacharya & Ankita Tandon. (2023) The multifaceted challenges of teaching from home: A study of schoolteachers' well‐being during the COVID‐19 pandemic. Psychology in the Schools 60:9, pages 3206-3227.
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Fatih Furkan EĞRİTAŞ, Tayfun ESER, Büşra GENÇ & Ahmet AYAZ. (2023) Özel Okullarda Çalışan Öğretmenlerde İşten Ayrılma Niyeti Üzerinde Kariyer Kaynaklarının RolüThe Role of Career Resources on Turnover Intention Among Private School Teachers. Erzincan Üniversitesi Eğitim Fakültesi Dergisi 25:2, pages 252-261.
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Roberto Carlos Dávila Morán, Juan Manuel Sánchez Soto, Henri Emmanuel López Gómez, Flor Carolina Espinoza Camus, Justiniano Felix Palomino Quispe, Lindomira Castro Llaja, Zoila Rosa Díaz Tavera & Fernando Martin Ramirez Wong. (2023) Work Stress as a Consequence of the COVID-19 Pandemic: A Systematic Review. Sustainability 15:6, pages 4701.
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Natalie Spadafora, Caroline Reid-Westoby, Molly Pottruff, Jade Wang & Magdalena Janus. (2022) From Full Day Learning to 30 Minutes a Day: A Descriptive Study of Early Learning During the First COVID-19 Pandemic School Shutdown in Ontario. Early Childhood Education Journal 51:2, pages 287-299.
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Daniel Lundqvist, Cathrine Reineholm, Christian Ståhl & Andreas Wallo. (2022) The impact of leadership on employee well-being: on-site compared to working from home. BMC Public Health 22:1.
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Abdallah Mahmoud Abdallah Altarawneh & Reem Abdelkareem Awwad Alomoush. (2022) The reality of E-counseling services in the light of Digital learning from the point of View of Teachers in Jordan. Education and Information Technologies 27:9, pages 12773-12792.
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Kang Ma, Luyao Liang, Muhammad Chutiyami, Sandy Nicoll, Teguh Khaerudin & Xuan Van Ha. (2022) COVID-19 pandemic-related anxiety, stress, and depression among teachers: A systematic review and meta-analysis. Work 73:1, pages 3-27.
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Laura Menabò, Grace Skrzypiec, Alessandra Sansavini, Antonella Brighi & Annalisa Guarini. (2022) Distance Education among Italian Teachers: Differences and Experiences. Education and Information Technologies 27:7, pages 9263-9292.
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Elias Said-Hung, Eva Matarín Rodríguez-Peral & Carolina Mejía Corredor. (2022) Management and academic anxiety in Ibero-American higher institutions students during COVID-19. Texto Livre 15, pages e38733.
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Diego Vergara-Rodríguez, Álvaro Antón-Sancho & Pablo Fernández-Arias. (2022) Variables Influencing Professors’ Adaptation to Digital Learning Environments during the COVID-19 Pandemic. International Journal of Environmental Research and Public Health 19:6, pages 3732.
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Viola Filindassi, Chiara Pedrini, Clarissa Sabadini, Mirko Duradoni & Andrea Guazzini. (2022) Impact of COVID-19 First Wave on Psychological and Psychosocial Dimensions: A Systematic Review. COVID 2:3, pages 273-340.
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Citlali E. Molina, Matthew E. Lemberger-Truelove & Almut K. Zieher. (2022) School Counselor Consultation Effects on Teachers’ Mindfulness, Stress, and Relationships. Professional School Counseling 26:1a, pages 2156759X2210867.
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Iván Mielgo-Conde, Sara Seijas-Santos & Mario Grande-de-Prado. (2021) Review about Online Educational Guidance during the COVID-19 Pandemic. Education Sciences 11:8, pages 411.
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Tatjana Jevsikova, Gabrielė Stupurienė, Dovilė Stumbrienė, Anita Juškevičienė & Valentina Dagienė. (2021) Acceptance of Distance Learning Technologies by Teachers: Determining Factors and Emergency State Influence. Informatica, pages 517-542.
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