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Understanding and Preventing Teacher Burnout

https://doi.org/10.1017/cbo9780511527784
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Student Interest in Studying Abroad
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The First Year in the Classroom: Crossing the Borderland from Being a Student to Being a Teacher
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Language Teacher Emotion in Relationships: A Multiple Case Study
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27 Arbeitsort Schule
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A Study on the Relationship Between English Teachers’ Job Satisfaction and Job Burnout
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A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout
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English Language Teachers’ Burnout Within the Cultural Dimensions Framework
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Novice and Veteran Teachers’ Willingness to Seek Help for Dealing with Students’ Violence Against Them
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Professional commitment and health among teachers in Germany: A typological approach
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Teachers' goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout
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The Occupational Stress Inventory-Revised: Confirmatory factor analysis of the original inter-correlation data set and model
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The relationship between teacher professional development and burnout
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Aspects of the burnout syndrome within the teaching staff
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The Importance and Benefits of Teacher Collegiality in Schools – A Literature Review
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Teachers’ Well-being and Effectiveness: The Role of the Interplay between Job Demands and Job Resources
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Identifying and Preventing Educators’ Burnout Using a Microblogging Community
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On the Relationship between Teacher Autonomy and Feeling of Burnout among Iranian EFL Teachers
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Teacher's Professional Health as a Factor of the Development of a Student's Harmonic Personality (on J. Updike's Novel “Terrorist”)
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Teachers’ Wellbeing/Malaise: Which Resources and Efforts at Individual, Group and Organizational Levels?
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The Relationship of the Creativity of Public and Private School Teachers to their Intrinsic Motivation and the School Climate for Innovation
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The emotional characteristics of teaching: an ethnographic study of one teacher
inferred← citeshttps://doi.org/10.1016/j.tate.2004.06.005openalex-snapshot
Understanding teaching through the minds of teacher candidates: a curious blend of realism and idealism
inferred← citeshttps://doi.org/10.1016/j.tate.2005.06.003openalex-snapshot
A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform
inferred← citeshttps://doi.org/10.1016/j.tate.2005.06.004openalex-snapshot
One teacher's identity, emotions, and commitment to change: A case study into the cognitive–affective processes of a secondary school teacher in the context of reforms
inferred← citeshttps://doi.org/10.1016/j.tate.2005.06.009openalex-snapshot
Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy
inferred← citeshttps://doi.org/10.1016/j.tate.2005.07.002openalex-snapshot
The emotional labour of caring in teaching
inferred← citeshttps://doi.org/10.1016/j.tate.2006.03.013openalex-snapshot
Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester
inferred← citeshttps://doi.org/10.1016/j.tate.2006.04.005openalex-snapshot
Emotional intelligence and components of burnout among Chinese secondary school teachers in Hong Kong
inferred← citeshttps://doi.org/10.1016/j.tate.2006.06.006openalex-snapshot
Teachers resilience: A necessary condition for effectiveness
inferred← citeshttps://doi.org/10.1016/j.tate.2006.07.015openalex-snapshot
Teachers’ mental health and teaching levels
inferred← citeshttps://doi.org/10.1016/j.tate.2007.06.005openalex-snapshot
School climate factors relating to teacher burnout: A mediator model
inferred← citeshttps://doi.org/10.1016/j.tate.2009.01.010openalex-snapshot
The hierarchy of strengths: Their relationships with subjective well-being among Chinese teachers in Hong Kong
inferred← citeshttps://doi.org/10.1016/j.tate.2009.02.012openalex-snapshot
Struggling with workload: Primary teachers’ experience of intensification
inferred← citeshttps://doi.org/10.1016/j.tate.2011.05.006openalex-snapshot
Teacher–working-environment fit as a framework for burnout experienced by Finnish teachers
inferred← citeshttps://doi.org/10.1016/j.tate.2012.01.001openalex-snapshot
Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout
inferred← citeshttps://doi.org/10.1016/j.tate.2013.01.005openalex-snapshot
Job satisfaction and teacher–student relationships across the teaching career: Four case studies
inferred← citeshttps://doi.org/10.1016/j.tate.2013.02.005openalex-snapshot
Gaps too large: Four novice EFL teachers' self-concept and motivation
inferred← citeshttps://doi.org/10.1016/j.tate.2013.04.014openalex-snapshot
How do teachers spend their time? A study on teachers' strategies of selection, optimisation, and compensation over their career cycle
inferred← citeshttps://doi.org/10.1016/j.tate.2013.05.003openalex-snapshot
Reducing teacher burnout: A socio-contextual approach
inferred← citeshttps://doi.org/10.1016/j.tate.2015.06.006openalex-snapshot
Do teachers have worse mental health? Review of the existing comparative research and results from the Belgian Health Interview Survey
inferred← citeshttps://doi.org/10.1016/j.tate.2016.03.003openalex-snapshot
Relating school leadership to perceived professional learning community characteristics: A multilevel analysis
inferred← citeshttps://doi.org/10.1016/j.tate.2016.05.023openalex-snapshot
Supporting the professional learning of teachers in China: Does principal leadership make a difference?
inferred← citeshttps://doi.org/10.1016/j.tate.2016.07.019openalex-snapshot
Committed, inspiring, and healthy teachers: How do school environment and motivational factors facilitate optimal functioning at career start?
inferred← citeshttps://doi.org/10.1016/j.tate.2017.05.003openalex-snapshot
Player professional development: A case study of teacher resiliency within a community of practice
inferred← citeshttps://doi.org/10.1016/j.tate.2017.07.006openalex-snapshot
Second career teachers: Job satisfaction, job stress, and the role of self-efficacy
inferred← citeshttps://doi.org/10.1016/j.tate.2019.102910openalex-snapshot
The influence of multiple life stressors during Teacher Training on Burnout and Career Optimism in the first year of teaching
inferred← citeshttps://doi.org/10.1016/j.tate.2020.103025openalex-snapshot
An emotion focused approach in predicting teacher burnout and job satisfaction
inferred← citeshttps://doi.org/10.1016/j.tate.2022.103908openalex-snapshot
Teachers’ emotional exhaustion during the COVID-19 pandemic: Levels, changes, and relations to pandemic-specific demands
inferred← citeshttps://doi.org/10.1016/s0001-8791(03)00098-8openalex-snapshot
Adjusting to job demands: The role of work self-determination and job control in predicting burnout
inferred← citeshttps://doi.org/10.1016/s0009-739x(08)70525-6openalex-snapshot
Sociedad y cirugía. Burnout y cirujanos
inferred← citeshttps://doi.org/10.1016/s0246-1072(16)69625-6openalex-snapshot
10.1016/s0246-1072(16)69625-6
inferred← citeshttps://doi.org/10.1016/s0246-1072(25)48498-3openalex-snapshot
Stress et mécanismes d’ajustement biopsychosociaux
inferred← citeshttps://doi.org/10.1016/s0742-051x(00)00030-5openalex-snapshot
The cultural and emotional politics of teacher–parent interactions
inferred← citeshttps://doi.org/10.1016/s0742-051x(00)00050-0openalex-snapshot
Professional orientations of secondary school teachers towards their work
inferred← citeshttps://doi.org/10.1016/s0742-051x(01)00053-1openalex-snapshot
The micropolitics of teacher induction. A narrative-biographical study on teacher socialisation
inferred← citeshttps://doi.org/10.1016/s1479-3660(07)10021-4openalex-snapshot
Staying the Course: Self-Care and Mantras for the Educational Administrator
inferred← citeshttps://doi.org/10.1016/s1529-210x(01)80025-5openalex-snapshot
Tales from the interface: Disseminating ethnography for policy making
inferred← citeshttps://doi.org/10.1017/9781108774390.003openalex-snapshot
Macro Perspectives
inferred← citeshttps://doi.org/10.1017/9781108774390.010openalex-snapshot
Burnout and Good Language Teachers
inferred← citeshttps://doi.org/10.1017/orp.2014.5openalex-snapshot
Prevalence and Organisational Factors of Psychological Injury Among Australian School Teachers
inferred← citeshttps://doi.org/10.1017/s1138741600002316openalex-snapshot
Barriers Perceived by Teachers at Work, Coping Strategies, Self-efficacy and Burnout
inferred← citeshttps://doi.org/10.1017/s1138741600006387openalex-snapshot
Social Comparison and Perceived Breach of Psychological Contract: Their Effects on Burnout in a Multigroup Analysis
inferred← citeshttps://doi.org/10.1017/sjp.2015.8openalex-snapshot
Teacher Support Resources, Need Satisfaction and Well-Being
inferred← citeshttps://doi.org/10.1023/a:1010010710255openalex-snapshot
Careers Under Stress: Teacher Adaptations at a Time of Intensive Reform
inferred← citeshttps://doi.org/10.1023/a:1020862000107openalex-snapshot
Preservice Teacher Attitudes and Emotions: Individual Spaces, Community Conversations and Transformations
inferred← citeshttps://doi.org/10.1023/a:1022293304065openalex-snapshot
Caring for Teacher Emotion: Reflections on Teacher Self-Development
inferred← citeshttps://doi.org/10.1023/a:1024723124467openalex-snapshot
Self-Efficacy and Burnout in Teaching: The Importance of Interpersonal-Relations Efficacy
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