Principal’s learning-centred leadership practices and teacher’s wellbeing: a self-determination theory perspective

References

• Abdulaziz, A., M. Noman, and A. Kaur. 2020. “Core Leadership Practices of School Principals in the Kingdom of Saudi Arabia.” Educational Management Administration & Leadership. doi:10.1177/1741143220901857.
   Web of Science ®Google Scholar
• Adams, C., and J. Olsen. 2017. “Principal Support for Student Psychological Needs: A Social-psychological Pathway to A Healthy Learning Environment.” Journal of Educational Administration 55 (5): 510–525. doi:10.1108/jea-05-2016-0045.
   Web of Science ®Google Scholar
• Anyon, Y., N. Nicotera, and C. A. Veeh. 2016. “Contextual Influences on the Implementation of a Schoolwide Intervention to Promote Students’ Social, Emotional, and Academic Learning.” Children & Schools 38 (2): 81–88. doi:10.1093/cs/cdw008.
   Web of Science ®Google Scholar
• Assor, A., H. Kaplan, and G. Roth. 2002. “Choice Is Good, but Relevance Is Excellent: Autonomy-enhancing and Suppressing Teacher Behaviours Predicting Students’ Engagement in School Work.” British Journal of Educational Psychology 72: 261–278.
   PubMed Web of Science ®Google Scholar
• Avci, A., H. Bozgeyikli, and S. Kesici. 2017. “Psychological Needs as the Predictor of Teachers’ Perceived Stress Levels.” Journal of Education and Training Studies 5 (4): 154–164. doi:10.11114/jets.v5i4.2274.
   Google Scholar
• Baard, P. P., E. L. Deci, and R. M. Ryan. 2004. “Intrinsic Need Satisfaction: A Motivational Basis of Performance and Wellbeing in Two Work Settings.” Journal of Applied Social Psychology 34 (10): 2045–2068. doi:10.1111/j.1559-1816.2004.tb02690.x.
   Web of Science ®Google Scholar
• Ban Al-Ani, A. H., M. C. Bligh, and M. C. Bligh. 2011. “Collaborating with ‘Virtual Strangers’ Towards Developing a Framework for Leadership in Distributed Teams.” Leadership 7 (3): 219–249. doi:10.1177/1742715011407382.
   Web of Science ®Google Scholar
• Barth, R. S. 1990. Improving Schools from Within. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Bass, B. M. 1985. “Leadership: Good, Better, Best.” Organizational Dynamics 13 (3): 26–40. doi:10.1016/0090-2616(85)90028-2.
   Web of Science ®Google Scholar
• Bass, B. M. 1999. “Two Decades of Research and Development in Transformational Leadership„. European Journal of Work and Organizational Psychology, 8, 9–32. http://dx.doi.org/10.1080/135943299398410
   Web of Science ®Google Scholar
• Bassi, M., and A. D. Fave. 2012. “Optimal Experience among Teachers: New Insights into the Work Paradox.” Journal of Psychology 146 (5): 533–557. doi:10.1080/00223980.2012.656156.
   PubMed Web of Science ®Google Scholar
• Berryhill, J., J. A. Linney, and J. Fromewick. 2009. “The Effects of Educational Accountability on Teachers: Are Policies Too Stress Provoking for Their Own Good?” International Journal of Education Policy and Leadership 4 (5): 1–14. doi:10.22230/ijepl.2009v4n5a99.
   Google Scholar
• Bourque, L. B. 2004. “Cross-Sectional Design.” In The SAGE Encyclopedia of Social Science Research Methods, edited by M. S. Lewis-Beck, A. Bryman, and T. F. Liao, 230–231. Thousand Oaks, CA:Sage Publications.
   Google Scholar
• Brislin, R. W. 1970. “Back-Translation for Cross-Cultural Research.” Journal of Cross-Cultural Psychology 1 (3): 185–216. doi:10.1177/135910457000100301.
   Web of Science ®Google Scholar
• Burns, J. M. 1978. Leadership. New York: Harper and Row.
   Google Scholar
• Chang, M. L. 2013. “Toward a Theoretical Model to Understand Teacher Emotions and Teacher Burnout in the Context of Student Misbehavior: Appraisal, Regulation and Coping.” Motivation and Emotion 37 (4): 799–817. doi:10.1007/s11031-012-9335-0.
   Web of Science ®Google Scholar
• Chen, B., M. Vansteenkiste, W. Beyers, L. Boone, E. L. Deci, J. Deeder, and J. Verstuyf. 2015. “Psychological Need Satisfaction and Desire for Need Satisfaction across Four Cultures.” Motivation and Emotion 39 (2): 216–236. doi:10.1007/s11031-014-9450-1.
   Web of Science ®Google Scholar
• Cherkowski, S., K. Hanson, and K. Walker. 2018. Mindful Alignment: Foundations of Educator Flourishing. Lanham, MD: Lexington Books.
   Google Scholar
• Collie, R. J. (2014). “Understanding Teacher Wellbeing and Motivation: Measurement, Theory, and Change over Time.” Doctoral dissertation. Retrieved from https://circle.ubc.ca/handle/2429/46025 Retreived January 12, September 2020
   Google Scholar
• Collie, R. J., J. D. Shapka, and N. E. Perry. 2012. “School Climate and Social Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy.” Journal of Educational Psychology 104 (4): 1189–1204. doi:10.1037/a0029356.
   Web of Science ®Google Scholar
• Collie, R. J., J. D. Shapka, N. E. Perry, and A. J. Martin. 2015. “Teacher Wellbeing: Exploring Its Components and a Practice-oriented Scale.” Journal of Psychoeducational Assessment 33 (8): 744–756. doi:10.1177/0734282915587990.
   Web of Science ®Google Scholar
• Collie, R. J., J. D. Shapka, N. E. Perry, and A. J. Martin. 2016. “Teachers’ Psychological Functioning in the Workplace: Exploring the Roles of Contextual Beliefs, Need Satisfaction, and Personal Characteristics.” Journal of Educational Psychology 108: 788–799. doi:10.1037/edu0000088.
   Web of Science ®Google Scholar
• Darling-Hammond, L. 2000. “Teacher Quality and Student Achievement.” Education Policy Analysis Archives 8 (1): 1–44. doi:10.14507/epaa.v8n1.2000.
   Web of Science ®Google Scholar
• Deci, E. L., and R. M. Ryan. 2011. “Levels of Analysis, Regnant Causes of Behavior, and Wellbeing: The Role of Psychological Needs.” Psychological Inquiry 22 (1): 17–22. doi:10.1080/1047840X.2011.545978.
   Web of Science ®Google Scholar
• Desrumaux, P., D. Lapointe, M. Ntsame Sima, J. S. Boudrais, A. Savoie, and L. Brunet. 2015. “The Impact of Work Demands, Climate, and Optimism on Wellbeing and Distress at Work: What are the Mediating Effects of Basic Psychological Need Satisfaction?” Revue européenne de spychologie appliquée 65 (4): 179–188. doi:10.1016/j.erap.2015.06.003.
   Web of Science ®Google Scholar
• Dimmock, C., and A. Walker. 1998. “Comparative Educational Administration: Developing a Cross-cultural Conceptual Framework.” Educational Administration Quarterly 34 (4): 558–595. doi:10.1177/0013161X98034004006.
   Web of Science ®Google Scholar
• Drago-Severson, E. 2012. “New Opportunities for Principal Leadership: Shaping School Climates for Enhanced Teacher Development.” Teachers College Record 114 (3): 1–44.
   PubMed Web of Science ®Google Scholar
• Eisenberger, R., and F. Stinglhambe (2011) “Perceived organizational support: Fostering enthusiastic and productive employees”. Washington, DC: APA Books.
   Google Scholar
• Eyal, O., and G. Roth. 2010. “Principals’ Leadership and Teachers’ Motivation: Self‐determination Theory Analysis.” Journal of Educational Administration 49 (3): 256–275. doi:10.1108/09578231111129055.
   Google Scholar
• Fleming, J. L., M. Mackrain, and P. A. LeBuffe. 2013. “Caring for the Caregiver: Promoting the Resilience of Teachers.” In Handbook of Resilience in Children, edited by S. Goldstein and R. B. Brooks, 387–397. New York, NY: Springer.
   Google Scholar
• Ford, T. G., J. J. Olsen, J. Khojasteh, J. K. Ware, and A. Urick. 2019. “Effects of Leader Support for Teacher Psychological Needs on Teacher Burnout, Commitment, and Intent to Leave.” Journal of Educational Administration 57 (6): 615–634. doi:10.1108/JEA-09-2018-0185.
   Web of Science ®Google Scholar
• Frenzel, A. C. 2014. “Teacher Emotions.” In International Handbook of Emotions in Education, edited by R. Pekrun and L. Linnenbrink-Garcia, 494–519. New York: Routledge.
   Google Scholar
• Gagné, M., and E. L. Deci. 2005. “Self-Determination Theory and Work Motivation”. Journal of Organizational Behavior, 26, 331–362.
   Web of Science ®Google Scholar
• Geijsel, F. P., P. J. Sleegers, R. D. Stoel, and M. L. Krüger. 2009. “The Effect of Teacher Psychological and School Organizational and Leadership Factors on Teachers’ Professional Learning in Dutch Schools.” The Elementary School Journal 109 (4): 406–427. doi:10.1086/593940.
   Web of Science ®Google Scholar
• Gillet, N., E. Fouquereau, J. Forest, P. Brunault, and P. Colombat. 2012. “The Impact of Organizational Factors on Psychological Needs and Their Relations with Wellbeing.” Journal of Business Psychology 27 (4): 437–450. doi:10.1007/s10869-011-9253-2.
   Web of Science ®Google Scholar
• Goldring, E., X. Cravens, A. Porter, J. Murphy, and S. N. Elliott (2007). “The State of Educational Leadership Evaluation: What Do States and Districts Assess?”
   Google Scholar
• Gumus, S., and M. Akcaoglu. 2013. “An Analysis of Teachers’ Perceptions and Current Policy. Educational Management Administration & Leadership.” 41 (3): 289–302.
   Google Scholar
• Hallinge, R. P., S. Liu, and P. Piyaman, .. 2017. “Does Principal Leadership Make A Difference in Teacher Professional Learning? A Comparative Study of China and Thailand.” Compare: A Journal of Comparative and International Education 49 (3): 341–357. doi:10.1080/03057925.2017.1407237.
   Web of Science ®Google Scholar
• Hallinger, P. 2003. “Leading Educational Change: Reflections on the Practice of Instructional and Transformational Leadership.” Cambridge Journal of Education 33 (3): 329–352. doi:10.1080/0305764032000122005.
   Google Scholar
• Hallinger, P. 2005. “Instructional Leadership and the School Principal: A Passing Fancy that Refuses to Fade Away.” Leadership and Policy in Schools 4 (3): 221–239. doi:10.1080/15700760500244793.
   Google Scholar
• Hallinger, P. 2011. “Leadership for Learning: Lessons from 40 Years of Empirical Research.” Journal of Educational Administration 49 (2): 125–142. doi:10.1108/09578231111116699.
   Google Scholar
• Hallinger, P., and J. Murphy. 1985. “Assessing the Instructional Management Behavior of Principals.” The Elementary School Journal 86 (2): 217–248. doi:10.1086/461445.
   Web of Science ®Google Scholar
• Hallinger, P., P. Piyaman, and P. Viseshsiri. 2017. “Assessing the Effects of Learning-Centred Leadership on Teacher Professional Learning in Thailand.” Teaching and Teacher Education 67: 464–476. doi:10.1016/j.tate.2017.07.008.
   Web of Science ®Google Scholar
• Hallinger, P., and R. Heck. 1996. “Reassessing the Principal’s Role in School Effectiveness: A Review of Empirical Research, 1980-1995.” Educational Administration Quarterly 32 (1): 5–44. doi:10.1177/0013161X96032001002.
   Web of Science ®Google Scholar
• Hallinger, P., and S. Liu. 2016. “Learning-centred Leadership and Teacher Learning in China: Meeting the Dual Challenges of Equity and Effectiveness.” International Journal of Educational Development 51: 163–173. doi:10.1016/j.ijedudev.2016.10.001.
   Web of Science ®Google Scholar
• Hetland, H., C. Hetland, C. S. Andreassen, S. Pallesen, and G. Notelaersm. 2011. “Leadership and Fulfillment of the Three Basic Psychological Needs at Work.” Career Development International 16: 507–523. doi:10.1108/13620431111168903.
   Web of Science ®Google Scholar
• Hofstede, G., G. J. Hofstede, and M. Minkov. 2010. Cultures and Organizations: Software of the Mind (Revised and Expanded 3rd Edn). New York: McGraw-Hill.
   Google Scholar
• Hu, L. T., and P. M. Bentler. 1999. “Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria versus New Alternatives.” Structural Equation Modeling: A Multidisciplinary Journal 6 (1): 1–55. doi:10.1080/10705519909540118.
   Web of Science ®Google Scholar
• Huppert, F., and T. C. So. 2013. “Flourishing across Europe: Application of a New Conceptual Framework for Defining Wellbeing.” Social Indicators Research 110 (3): 837–861. doi:10.1007/s11205-011-9966-7.
   PubMed Web of Science ®Google Scholar
• Jang, H., E. J. Kim, and J. Reeve. 2012. “Longitudinal test of self-determination theory’s motivation mediation model in a naturally occurring classroom context”. Journal of Educational Psychology. 104, 1175–1188. doi:10.1037/a0028089.
   Google Scholar
• Kaur, A., & M. Noman (2015). “Exploring Classroom Practices in Collectivist Cultures Through the Lens of Hofstede’s Model”. The Qualitative Report, 20(11), 1794–1811.
   Web of Science ®Google Scholar
• Kaur, A., and M. Noman. 2020a. “Investigating Students’ Experiences of Students as Partners (Sap) for Basic Need Fulfilment: A Self-determination Theory Perspective.” Journal of University Teaching & Learning Practice 17 (1). Available at https://ro.uow.edu.au/jutlp/vol17/iss1/8 Accessed May 20, 2021.
   Web of Science ®Google Scholar
• Kaur, A., and M. Noman. 2020b. “Educational Leadership and Self-determination Theory in Collectivist Cultures.” In Oxford Research Encyclopedia of Education. Oxford University Press. doi:10.1093/acrefore/9780190264093.013.592.
   Google Scholar
• Keller, M., L. A. E. Frenze, T. Goetz, R. Pekrun, and L. Hensley. 2014. “Exploring Teacher Emotions. A Literature Review and an Experience Sampling Study.” In Teacher Motivation. Theory and Practice, edited by P. W. Richardson, S. A. Karabenick, and H. M. G. Watt, 69–82. New York: Routledge.
   Google Scholar
• Klassen, R. M., T. L. Durksen, W. Al-Hashmi, L. E. Kim, K. Longden, R. L. Metsapelto, A.-M. Poikkeus, et al.. 2018. “National Context and Teacher Characteristics: Exploring the Critical Non-cognitive Attributes of Novice Teachers in Four Countries”. Teaching and Teacher Education 72: 64–74. 10.1016/j.tate.2018.03.001.
   Web of Science ®Google Scholar
• Kline, R. B. 2011. Principles and Practice of Structural Equation Modeling. 3rd ed. New York, NY: Guilford Press.
   Google Scholar
• Konu, A., E. A. Viitanen, and T. Lintonen. 2010. “Teachers’ Wellbeing and Perceptions of Leadership Practices.” International Journal of Workplace Health Management 3 (1): 44–57. doi:10.1108/17538351011031939.
   Google Scholar
• Kovjanic, S., S. C. Schuh, and K. Jonas. 2013. “Transformational Leadership and Performance: An Experimental Investigation into the Mediating Effects of Basic Needs and Work Engagement.” Journal of Occupational and Organizational Psychology 86: 543–555. doi:10.1111/joop.12022.
   Web of Science ®Google Scholar
• Leithwood, K., and D. Jantzi. 2005. “A Review of Transformational School Leadership Research 1996–2005.” Leadership and Policy in Schools 4 (3): 177–199. doi:10.1080/15700760500244769.
   Google Scholar
• Leithwood, K. A., S. Patten, and D. Jantzi. 2010. “Testing a Conception of How School Leadership Influences Student Learning.” Educational Administration Quarterly 46: 671–706. doi:10.1177/0013161X10377347.
   Web of Science ®Google Scholar
• Liu, L. B., S. Huan, and P. Miao. 2018. “Navigating Individual and Collective Notions of Teacher Wellbeing as a Complex Phenomenon Shaped by National Context.” Compare: A Journal of Comparative and International Education 48 (1): 128–146. doi:10.1080/03057925.2017.1283979.
   Web of Science ®Google Scholar
• Liu, S., and P. Hallinger. 2017. “Leading Teacher Learning in China: A Mixed Methods Study.” In How School Leadership Influences Student Learning: The Four Paths, edited by K. Leithwood, J. Sun, and K. Pollock, 279–303. Dordrecht, Netherlands: Springer.
   Google Scholar
• Liu, S., and P. Hallinger. 2018. “Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model.” Educational Administration Quarterly 54 (4): 501–528. doi:10.1177/0013161X18769048.
   Web of Science ®Google Scholar
• Liu, S., P. Hallinger, and D. Feng. 2016. “Supporting the Professional Learning of Teachers in China: Does Principal Leadership Make a Difference?” Teaching and Teacher Education 59: 79–91. doi:10.1016/j.tate.2016.05.023.
   Web of Science ®Google Scholar
• Louis, K. S, B. Dretzke, and K. Wahlstrom. 2010. “How does leadership affect student achievement? Results from a national US survey”. School Effectiveness and School Improvement, 21(3), 315–336. doi:10.1080/09243453.2010.486586.
   Google Scholar
• Mankin, A., N. P. von der Embse, T. L. Renshaw, and S. Ryan. 2018. “Assessing Teacher Wellness: Confirmatory Factor Analysis and Measurement Invariance of the Teacher Subjective Wellbeing Questionnaire.” Journal of Psychoeducational Assessment 36 (3): 219–232. doi:10.1177/0734282917707142.
   Web of Science ®Google Scholar
• McInerney, D. M., H. Korpershoek, H. Wang, and A. J. S. Morin. 2018. “Teachers’ Occupational Attributes and Their Psychological Wellbeing, Job Satisfaction, Occupational Self-concept and Quitting Intentions.” Teaching and Teacher Education 71: 145–158. doi:10.1016/j.tate.2017.12.020.
   Web of Science ®Google Scholar
• Murphy, J., N. Elliott, E. Goldring, and A. C. Porter. 2006. Learning-Centred Leadership: A Conceptual Foundation. NY: Wallace Foundation.
   Google Scholar
• Neumerski, C. M. 2013. “Rethinking Instructional Leadership, a Review: What Do We Know about Principal, Teacher, and Coach Instructional Leadership, and Where Should We Go from Here?” Educational Administration Quarterly 49 (2): 310–347. doi:10.1177/0013161X12456700.
   Web of Science ®Google Scholar
• Niemiec, C., and R. M. Ryan. 2009. “Autonomy, Competence, and Relatedness in the Classroom: Applying Self-determination Theory to Educational Practice.” Theory and Research in Education 7 (2): 133–144. doi:10.1177/1477878509104318.
   Google Scholar
• Noman, M., and D. Gurr. 2020. “Contextual Leadership and Culture in Education.” In Oxford Research Encyclopedia of Education, edited by G. W. Nobit, 20. New York, New York: Oxford University Press. On-line publication date, Feb, 2020.
   Google Scholar
• Noman, M., R. Awang Hashim, and S. Shaik Abdullah. 2017. “Principal’s Coalition Building and Personal Traits Brings Success to a Struggling School in Malaysia.” Qualitative Report 22 (10): 2652–2672.
   Web of Science ®Google Scholar
• Noman, M., R. Awang Hashim, and S. Shaik Abdullah. 2018. “Contextual Leadership Practices: The Case of a Successful School Principal in Malaysia.” Educational Management Administration & Leadership 46 (3): 474–490. doi:10.1177/1741143216665840.
   Web of Science ®Google Scholar
• Northouse, P. G. 2013. Leadership: Theory and Practice. 6th ed. London: Sage Publication.
   Google Scholar
• Olafsen, A. H. 2017. “The Implications of Need-satisfying Work Climates on State Mindfulness in a Longitudinal Analysis of Work Outcomes.” Motivation and Emotion 41 (1): 22–37. doi:10.1007/s11031-016-9592-4.
   Web of Science ®Google Scholar
• Panaccio, A., and C. Vandenberghe. 2009. “Perceived Organizational Support, Organizational Commitment and Psychological Wellbeing: A Longitudinal Study.” Journal of Vocational Behavior 75: 224–236. doi:10.1016/j.jvb.2009.06.002.
   Web of Science ®Google Scholar
• Parker, P. D., A. Martin, S. Colmar, and G. Liem. 2012. “Teachers’ Workplace Wellbeing: Exploring a Process Model of Workplace Wellbeing.” Teaching and Teacher Education 28 (4): 503–513. doi:10.1016/j.tate.2012.01.001.
   Web of Science ®Google Scholar
• Pas, E. T., C. P. Bradshaw, and P. A. Hershfeldt. 2012. “Teacher and School Level Predictors of Teacher Efficacy and Burnout: Identifying Potential Areas for Support.” Journal of School Psychology 50 (1): 129–145. doi:10.1016/j.jsp.2011.07.003.
   PubMed Web of Science ®Google Scholar
• Pollard, E., and P. Lee. 2003. “Child Wellbeing: A Systematic Review of the Literature.” Social Indicators Research 61 (1): 9–78. doi:10.1023/A:1021284215801.
   Web of Science ®Google Scholar
• Preacher, K. J., and F. H. Hayes. 2008. “Asymptotic and Resampling Strategies for Assessing and Comparing Indirect Effects in Multiple Mediator Models.” Behaviour Research Methods 40: 879–891. doi:10.3758/BRM.40.3.879.
   PubMed Web of Science ®Google Scholar
• Printy, S. M. 2008. “Leadership for Teacher Learning: A Community of Practice Perspective.” Educational Administration Quarterly 44 (2): 187–226. doi:10.1177/0013161X07312958.
   Web of Science ®Google Scholar
• Qian, H., and A. D. Walker. 2013. “How Principals Promote and Understand Teacher Development under Curriculum Reform in China.” Asia-Pacific Journal of Teacher Education 41 (3): 304–315. doi:10.1080/1359866X.2013.809050.
   Web of Science ®Google Scholar
• Reeve, J., H. Jang, P. Hardre, and M. Omura. 2002. “Providing a rationale in an autonomy-supportive way as a strategy to motivate others during an uninteresting activity„. Motivation and Emotion, 26,183–207.
   Web of Science ®Google Scholar
• Reeve, J., and H. Jang. 2006. “What Teachers Say and Do to Support Students’ Autonomy during a Learning Activity.” Journal of Educational Psychology 98 (1): 209–218. doi:10.1037/0022-0663.98.1.209.
   Web of Science ®Google Scholar
• Reeve, J., and M. Halusic. 2009. “How K-12 Teachers Can Put Self-determination Theory Principles into Practice.” Theory and Research in Education 7 (2): 145–154. doi:10.1177/1477878509104319.
   Google Scholar
• Robinson, V. C., C. A. Lloyd, and K. J. Rowe. 2008. “The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types.” Educational Administration Quarterly 44 (5): 635–674. doi:10.1177/0013161X08321509.
   Web of Science ®Google Scholar
• Rothmann, S., and E. Fouché. 2018. “School Principal Support, and Teachers’ Work Engagement and Intention to Leave: The Role of Psychological Need Satisfaction.” In Psychology of Retention: Theory, Research and Practice, edited by M. Coetzee, I. Potgieter, and N. Ferreira, 137–156. Switzerland: Springer International Publishing.
   Google Scholar
• Ryan, R., and E. Deci. 2001. “On Happiness and Human Potentials: A Review of Research on Hedonic and Eudaimonic Wellbeing.” Annual Review of Psychology 52 (1): 141–166. doi:10.1146/annurev.psych.52.1.141.
   PubMed Web of Science ®Google Scholar
• Ryan, R. M., and E. L. Deci. 2000. “Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being”. American Psychologist, 55,68–78.
   Web of Science ®Google Scholar
• Ryan, R. M., and E. L. Deci. 2008. “Self-determination Theory and the Role of Basic Psychological Needs in Personality and the Organization of Behavior.” In Handbook of Personality: Theory and Research, edited by O. P. John, R. W. Robins, and L. A. Pervin, 654–678. 3rd ed. NY: The Guildford Press
   Google Scholar
• Ryff, C. D. 1989. “Happiness Is Everything, or Is It? Explorations on the Meaning of Psychological Wellbeing.” Journal of Personality and Social Psychology 57 (6): 1069–1081. doi:10.1037/0022-3514.57.6.1069.
   Web of Science ®Google Scholar
• Schumacker, R. E., and R. G. Lomax. 2010. A Beginner’s Guide to Structural Equation Modelling. 3rd ed. Mahwah, NJ: Routledge.
   Google Scholar
• Skaalvik, E. M., and S. Skaalvik. 2018. “Job Demands and Job Resources as Predictors of Teacher Motivation and Wellbeing.” Social Psychology of Education 21 (5): 1251–1275. doi:10.1007/s11218-018-9464-8.
   Web of Science ®Google Scholar
• Spillane, J. P. 2006. Distributed Leadership. San Francisco, CA: Jossey-Bass.Tatweer. (2010). The king Abdullah bin Abdulaziz project for developing public education.
   Google Scholar
• Thomas, J. 2009. Working Paper: Current Measures and the Challenges of Measuring Children’s Wellbeing. Newport: Office for National Statistics.
   Google Scholar
• Tian, M., M. Risku, and K. Collin.. 2016. “A Meta-analysis of Distributed Leadership from 2002 to 2013: Theory Development, Empirical Evidence and Future Research Focus.” Educational Management Administration & Leadership 44 (1): 146–164. doi:10.1177/1741143214558576.
   Web of Science ®Google Scholar
• Tov, W., and E. Diener. 2009. “The Wellbeing of Nations: Linking Together Trust, Cooperation, and Democracy.” In The Science of Wellbeing: The Collected Works of Ed Diener, edited by E. Diener, 155–173. Netherlands: Springer. doi:10.1007/978-90-481-2350-6_7.
   Google Scholar
• Van den Broeck, A., M. Vansteenkiste, H. De Witte, B. Soenens, and W. Lens. 2010. “Capturing Autonomy, Competence, and Relatedness at Work: Construction and Initial Validation of the Work Related Basic Need Satisfaction Scale.” Journal of Occupational and Organizational Psychology 83 (4): 981–1002. doi:10.1348/096317909X481382.
   Web of Science ®Google Scholar
• Van Horn, J. E., T. W. Taris, W. B. Schaufeli, and P. J. G. Schreurs. 2004. “The Structure of Occupational Wellbeing: A Study among Dutch Teachers.” Journal of Occupational and Organizational Psychology 77 (3): 365–375. doi:10.1348/0963179041752718.
   Google Scholar
• Vansteenkiste, M., B. Neyrinck, C. Niemiec, B. Soenens, H. De Witte, and A. Van den Broeck. 2007. “On the Relations among Work Value Orientations, Psychological Need Satisfaction and Job Outcomes: A Self-determination Theory Approach.” Journal of Occupational and Organizational Psychology 80 (2): 251–277. doi:10.1348/096317906X111024.
   Web of Science ®Google Scholar
• von der Embse, N. P., A. Schoemann, S. P. Kilgus, S. P. Kilgus, and M. Bowler. 2017. “The Influence of Test-based Accountability Policies on Teacher Stress and Instructional Practices: A Moderated Mediation Model.” Educational Psychology 37 (3): 312–331. doi:10.1080/01443410.2016.1183766.
   Web of Science ®Google Scholar
• Wang, T. 2016. “School Leadership & Professional Learning Community: Case Study of Two Senior High Schools in Northeast China.” Asia Pacific Journal of Education 36 (2): 202–216. doi:10.1080/02188791.2016.1148849.
   Web of Science ®Google Scholar
• Waters, L. 2017. “Visible Wellbeing in Schools: The Powerful Role of Instructional Leadership.” The Australian Educational Leader 39 (1): 6–10.
   Google Scholar
• Zhao, J. 2010. “School Knowledge Management Framework and Strategies: The New Perspective on Teacher Professional Development.” Computers in Human Behavior 26 (2): 168–175. doi:10.1016/j.chb.2009.10.009.
   Web of Science ®Google Scholar
• Zheng, Q., L. Li, H. Chen, and S. Loeb. 2017. “What Aspects of Principal Leadership are Most Highly Correlated with School Outcomes in China?” Educational Administration Quarterly 53 (3): 409–447. doi:10.1177/0013161X17706152.
   Web of Science ®Google Scholar