REFERENCES
- Ackerley, G. D., Burnell, J., Holder, D. C., & Kurdek, L. A. (1988). Burnout among licensed psychologists. Professional Psychology: Research and Practice, 19(6), 624–631. https://doi.org/https://doi.org/10.1037/0735-7028.19.6.624
- Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22(3), 309–328. https://doi.org/https://doi.org/10.1108/02683940710733115
- Bakker, A. B., & Demerouti, E. (2017). Job demands-resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/https://doi.org/10.1037/ocp0000056
- Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/Henry Holt & Co.
- Benight, C. C., & Bandura, A. (2004). Social cognitive theory of posttraumatic recovery: The role of perceived self-efficacy. Behaviour Research and Therapy, 42(10), 1129–1148. https://doi.org/https://doi.org/10.1016/j.brat.2003.08.008
- Borntrager, C., Caringi, J. C., van den Pol, R., Crosby, L., O’Connell, K., Trautman, A., & McDonald, M. (2012). Secondary traumatic stress in school personnel. Advances in School Mental Health Promotion, 5(1), 38–50. https://doi.org/https://doi.org/10.1080/1754730X.2012.664862
- Brackett, M. A., Palomera, R., Mojsa-Kaja, J., Reyes, M. R., & Salovey, P. (2010). Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers. Psychology in the Schools, 47(4), 417. https://doi.org/https://doi.org/10.1002/pits.20478
- Bride, B. E. (2007). Prevalence of secondary traumatic stress among social workers. Social Work, 52(1), 63–70. https://doi.org/https://doi.org/10.1093/sw/52.1.63
- Brunsting, N. C., Sreckovic, M. A., & Lane, K. L. (2014). Special education teacher burnout: A synthesis of research from 1979 to 2013. Education and Treatment of Children, 37(4), 681–711. Retrieved January 24, 2021, from http://www.jstor.org/stable/44683943https://doi.org/https://doi.org/10.1353/etc.2014.0032
- Buettner, C. K., Jeon, L., Hur, E., & Garcia, R. E. (2016). Teachers’ social–emotional capacity: Factors associated with teachers’ responsiveness and professional commitment. Early Education and Development, 27(7), 1018–1039. https://doi.org/https://doi.org/10.1080/10409289.2016.1168227
- Bunce, D., & West, M. A. (1996). Stress management and innovation interventions at work. Human Relations, 49(2), 209–232. https://doi.org/https://doi.org/10.1177/001872679604900205
- Caringi, J. C., Stanick, C., Trautman, A., Crosby, L., Devlin, M., & Adams, S. (2015). Secondary traumatic stress in public school teachers: Contributing and mitigating factors. Advances in School Mental Health Promotion, 8(4), 244–256. https://doi.org/https://doi.org/10.1080/1754730X.2015.1080123
- Christian-Brandt, A. S., Santacrose, D. E., & Barnett, M. L. (2020). In the trauma-informed care trenches: Teacher compassion satisfaction, secondary traumatic stress, burnout, and intent to leave education within underserved elementary schools. Child Abuse & Neglect, 110, 104437. https://doi.org/https://doi.org/10.1016/j.chiabu.2020.104437
- Cieslak, R., Benight, C. C., Rogala, A., Smoktunowicz, E., Kowalska, M., Zukowska, K., Yeager, C., & Luszczynska, A. (2016). Effects of internet-based self-efficacy intervention on secondary traumatic stress and secondary posttraumatic growth among health and human services professionals exposed to indirect trauma. Frontiers in Psychology, 7, 1009. https://doi.org/https://doi.org/10.3389/fpsyg.2016.01009
- Collaborative for Academic, Social, and Emotional Learning. (2005). Safe and sound: An educational leader’s guide to evidence‐based social and emotional learning programs—Illinois edition. Author.
- Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189–1204. https://doi.org/https://doi.org/10.1037/a0029356
- Corry, M., & Stella, J. (2018). Teacher self-efficacy in online education: A review of the literature. Research in Learning Technology, 26, 1–12. https://doi.org/https://doi.org/10.25304/rlt.v26.2047
- Dalton, A. R. (2011). Speaking the unutterable: White teachers and Black children. Electronic Theses and Dissertations, 568. https://digitalcommons.georgiasouthern.edu/etd/568
- DePaoli, J. L., Atwell, M. N., & Bridgeland, J. (2017). Ready to lead: A national principal survey on how social and emotional learning can prepare children and transform schools. A report for CASEL. Civic Enterprises and Hart Research Associates for CASEL.
- Fairchild, S., Tobias, R., Corcoran, S., Djukic, M., Kovner, C., & Noguera, P. (2012). White and Black Teachers’ Job Satisfaction: Does Relational Demography Matter? Urban Education, 47(1), 170–197. https://doi.org/https://doi.org/10.1177/0042085911429582
- Figley, C. R. (1995). Compassion fatigue as secondary traumatic stress disorder: An overview. In C. R. Figley (Ed.), Brunner/Mazel psychological stress series, No. 23. Compassion fatigue: Coping with secondary trau Poulou, matic stress disorder in those who treat the traumatized (pp. 1–20). Brunner.
- Granziera, H., & Perera, H. N. (2019). Relations among teachers’ self-efficacy beliefs, engagement, and work satisfaction: A social cognitive view. Contemporary Educational Psychology, 58, 75–84. https://doi.org/https://doi.org/10.1016/j.cedpsych.2019.02.003
- Green, J., & Bettini, E. (2020). Addressing teacher, mental health during the COVID-19 pandemic. Teachers College Record. https://www.tcrecord.org/Content.asp?ContentId=23395
- Hayes, A. F., & Matthes, J. (2009). Computational procedures for probing interactions in OLS and logistic regression: SPSS and SAS implementations. Behavior Research Methods, 41(3), 924–936. https://doi.org/https://doi.org/10.3758/BRM.41.3.924
- Heine, S. J., Lehman, D. R., Peng, K., & Greenholtz, J. (2002). What’s wrong with cross-cultural comparisons of subjective likert scales? The reference-group effect. Journal of Personality and Social Psychology, 82(6), 903–918. https://doi.org/https://doi.org/10.1037/0022-3514.82.6.903
- Hobfoll, S. E. (2002). Social and psychological resources and adaptation. Review of General Psychology, 6(4), 307–324. https://doi.org/https://doi.org/10.1037/1089-2680.6.4.307
- Huang, S., Yin, H., & Lv, L. (2019). Job characteristics and teacher wellbeing: The mediation of teacher self-monitoring and teacher self-efficacy. Educational Psychology, 39(3), 313–331. https://doi.org/https://doi.org/10.1080/01443410.2018.1543855
- Hydon, S., Wong, M., Langley, A. K., Stein, B. D., & Kataoka, S. H. (2015). Preventing secondary traumatic stress in educators. Child and Adolescent Psychiatric Clinics of North America, 24(2), 319–333. https://doi.org/https://doi.org/10.1016/j.chc.2014.11.003
- Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. https://doi.org/https://doi.org/10.3102/0034654308325693
- Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: From programs to strategies and commentaries. Social Policy Report, 26(4), 1–33. https://doi.org/https://doi.org/10.1002/j.2379-3988.2012.tb00073.x
- Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756. https://doi.org/https://doi.org/10.1037/a0019237
- Krauss, S. I., Frese, M., Friedrich, C., & Unger, J. M. (2005). Entrepreneurial orientation: A psychological model of success among southern African small business owners. European Journal of Work and Organizational Psychology, 14(3), 315–344. https://doi.org/https://doi.org/10.1080/13594320500170227
- Luszczynska, A., Benight, C. C., & Cieslak, R. (2009). Self-efficacy and health-related outcomes of collective trauma: a systematic review. European Psychologist, 14(1), 51–62. https://doi.org/https://doi.org/10.1027/1016-9040.14.1.51
- McCarthy, C. J. (2019). Teacher stress: Balancing demands and resources. Phi Delta Kappan, 101(3), 8–14. https://doi.org/https://doi.org/10.1177/0031721719885909
- National Research Council. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. The National Academies Press.
- Pearlman, L. A., & Mac Ian, P. S. (1995). Vicarious traumatization: an empirical study of the effects of trauma work on trauma therapists. Professional Psychology: Research and Practice, 26(6), 558–565. https://doi.org/https://doi.org/10.1037//0735-7028.26.6.558
- Pinto, R. M. (2003). The impact of secondary traumatic stress on novice and expert counselors with and without a history of trauma. Dissertation AbstractsInternational, 63, 9-A. (University Microfilms No. 0419-4209).
- Poulou, M. S. (2016). An examination of the relationship among teachers’ perceptions of social-emotional learning, teaching efficacy, teacher-student interactions, and students’ behavioral difficulties. International Journal of School & Educational Psychology, 5(2), 126–136. https://doi.org/https://doi.org/10.1080/21683603.2016.1203851
- Ramberg, J., Brolin Låftman, S., Åkerstedt, T., & Modin, B. (2020). Teacher stress and students’ school wellbeing: The case of upper secondary schools in stockholm. Scandinavian Journal of Educational Research, 64(6), 816–830. https://doi.org/https://doi.org/10.1080/00313831.2019.1623308
- Reimers, F., Schleicher, A., Saavedra, J., & Tuominen, S. (2020). Supporting the continuation of education and learning during the COVID-19 pandemic. https://www.oecd.org/education/Supporting-the-continuation-of-teaching-and-learning-during-the-COVID-19-pandemic.pdf
- Renshaw, T. L., Long, A. C. J., & Cook, C. R. (2015). Assessing teachers’ positive psychological functioning at work: Development and validation of the Teacher Subjective Wellbeing Questionnaire. School Psychology Quarterly: The Official Journal of the Division of School Psychology, American Psychological Association, 30(2), 289–306. https://doi.org/https://doi.org/10.1037/spq0000112
- Richard, R. (2020). Improve teacher wellbeing with self-care strategies and formalized peer connections. https://eab.com/insights/blogs/district-leadership/improve-teacher-wellbeing/
- Robinson, B. C. (2005). Exploring career satisfaction, burnout, and compassion fatigue as indicators of the quality of career engagement of public school educators [Unpublished doctoral dissertation]. West Virginia University.
- Rogala, A., Shoji, K., Luszczynska, A., Kuna, A., Yeager, C., Benight, C. C., & Cieslak, R. (2015). From exhaustion to disengagement via self-efficacy change: Findings from two longitudinal studies among human services workers. Frontiers in Psychology, 6, 2032–2032. https://doi.org/https://doi.org/10.3389/fpsyg.2015.02032
- Schlund, J., & Weissberg, R. P. (2020). Leveraging social and emotional learning to support students and families in the time of COVID-19.https://learningpolicyinstitute.org/blog/leveraging-social-emotional-learning-support-students-families-covid-19
- Shoji, K., Bock, J., Cieslak, R., Zukowska, K., Luszczynska, A., & Benight, C. C. (2014). Cultivating secondary traumatic growth among healthcare workers: The role of social support and self-efficacy. Journal of Clinical Psychology, 70(9), 831–846. https://doi.org/https://doi.org/10.1002/jclp.22070
- Schussler, D. L., Jennings, P. A., Sharp, J. E., & Frank, J. L. (2016). Improving teacher awareness and wellbeing through CARE: A qualitative analysis of the underlying mechanisms. Mindfulness, 7(1), 130–142. https://doi.org/https://doi.org/10.1007/s12671-015-0422
- Schussler, D. L., Stooksberry, L. M., & Bercaw, L. A. (2010). Understanding teacher candidate dispositions: Reflecting to build self-awareness. Journal of Teacher Education, 61(4), 350–363. https://doi.org/https://doi.org/10.1177/0022487110371377
- Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher—student relationships. Educational Psychology Review, 23(4), 457–477. https://doi.org/https://doi.org/10.1007/s10648-011-9170-y
- Stamm, B. H. (2010). The concise ProQOL manual. ProQOL.org.
- Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68–77. https://doi.org/https://doi.org/10.2466/14.02.PR0.114k14w0
- Tiesman, H. M., Hendricks, S., Konda, S., & Hartley, D. (2014). Physical assaults among education workers: Findings from a statewide study. Journal of Occupational and Environmental Medicine, 56(6), 621–627. https://doi.org/https://doi.org/10.1097/JOM.0000000000000147
- Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/https://doi.org/10.1016/S0742-051X(01)00036-1
- Zins, J. E., & Elias, M. J. (2007). Social and emotional learning: Promoting the development of all students. Journal of Educational and Psychological Consultation, 17(2–3), 233–255. https://doi.org/https://doi.org/10.1080/10474410701413152