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Marta Llorca-Pellicer, Pedro Gil-LaOrden, Vicente J. Prado-Gascó & Pedro R. Gil-Monte. (2023) The role of psychosocial risks in burnout, psychosomatic disorders, and job satisfaction: lineal models vs a QCA approach in non-university teachers. Psychology & Health 0:0, pages 1-15.
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Annette Hessen Bjerke & Constantinos Xenofontos. (2023) Teachers’ self-efficacy in teaching mathematics: tracing possible changes from teacher education to professional practice. Teachers and Teaching 0:0, pages 1-15.
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Sue Creagh, Greg Thompson, Nicole Mockler, Meghan Stacey & Anna Hogan. (2023) Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review 0:0, pages 1-20.
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Saija Mauno, Mari Herttalampi, Jaana Minkkinen, Taru Feldt & Bettina Kubicek. (2023) Is work intensification bad for employees? A review of outcomes for employees over the last two decades. Work & Stress 37:1, pages 100-125.
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Meghan Stacey, Rachel Wilson & Susan McGrath-Champ. (2022) Triage in teaching: the nature and impact of workload in schools. Asia Pacific Journal of Education 42:4, pages 772-785.
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Nicole Mockler. (2022) Teacher professional learning under audit: reconfiguring practice in an age of standards. Professional Development in Education 48:1, pages 166-180.
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Articles from other publishers (13)
Sophie Drouin‐Rousseau, Alexandre J. S. Morin, Claude Fernet, Yael Blechman & Nicolas Gillet. (2023) Teachers' profiles of work engagement and burnout over the course of a school year. Applied Psychology 73:1, pages 57-92.
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Richardson D., Mark John, April Q.Lovely Mariz, Rupert Sendor, Jamia T.Micka Lea. (2023) Work-Related Burnout on Psychological Well-Being among Public School Teachers: Resilience as Moderating Factor. European Journal of Psychology and Educational Research 6:3, pages 157-163.
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Greg Thompson, Sue Creagh, Meghan Stacey, Anna Hogan & Nicole Mockler. (2023) Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher.
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Sarah R. Cannon, Cassandra R. Davis & Rex Long. (2022) Using an Emergency Plan to Combat Teacher Burnout Following a Natural Hazard. Educational Policy 37:6, pages 1603-1636.
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Joy C. Nwoko, Theophilus I. Emeto, Aduli E. O. Malau-Aduli & Bunmi S. Malau-Aduli. (2023) A Systematic Review of the Factors That Influence Teachers’ Occupational Wellbeing. International Journal of Environmental Research and Public Health 20:12, pages 6070.
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Amanda Heffernan & Neil Selwyn. (2021) Mixed Messages: The enduring significance of email in school principals’ work. The Australian Educational Researcher 50:2, pages 255-273.
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Susan Carter, Cecily Andersen, Michelle Turner & Lorraine Gaunt. (2023) “What about us?” Wellbeing of higher education librarians. The Journal of Academic Librarianship 49:1, pages 102619.
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Emma Towers, Sharon Gewirtz, Meg Maguire & Eszter Neumann. (2022) A profession in crisis? Teachers' responses to England's high-stakes accountability reforms in secondary education. Teaching and Teacher Education 117, pages 103778.
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Luis Montoro, Boris Cendales, Francisco Alonso, Adela Gonzalez-Marin, Ignacio Lijarcio, Javier Llamazares & Sergio A. Useche. (2022) Essential…but also vulnerable? Work intensification, effort/reward imbalance, fatigue and psychological health of Spanish cargo drivers during the COVID-19 pandemic. PeerJ 10, pages e13050.
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Greg Thompson, Nicole Mockler & Anna Hogan. (2021) Making work private: Autonomy, intensification and accountability. European Educational Research Journal 21:1, pages 83-104.
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Joanne R Beames, Lara Johnston, Bridianne O'Dea, Michelle Torok, Helen Christensen, Katherine M Boydell & Aliza Werner-Seidler. (2021) Factors That Help and Hinder the Implementation of Digital Depression Prevention Programs: School-Based Cross-sectional Study. Journal of Medical Internet Research 23:8, pages e26223.
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Ana Isabel Mota, João Lopes & Célia Oliveira. (2021) Teachers Voices: A Qualitative Study on Burnout in the Portuguese Educational System. Education Sciences 11:8, pages 392.
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Annemaree Carroll, Ashley York, Sam Fynes-Clinton, Emma Sanders-O'Connor, Libby Flynn, Julie M. Bower, Kylee Forrest & Maryam Ziaei. (2021) The Downstream Effects of Teacher Well-Being Programs: Improvements in Teachers' Stress, Cognition and Well-Being Benefit Their Students. Frontiers in Psychology 12.
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