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Teachers’ voice behavior—Principal leadership‐driven or teacher self‐driven? Evidence from Taiwan
Psychology in the schools, 2024-05, Vol.61 (5), p.2077-2099
2024
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The influence of teachers' intrinsic motivation on students' intrinsic motivation: The mediating role of teachers' motivating style and teacher‐student relationships
Psychology in the schools, 2024-01, Vol.61 (1), p.272-286
2024
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Coaching Teachers to Improve Students’ School Readiness Skills: Indirect Effects of Teacher–Student Interaction
Child development, 2021-11, Vol.92 (6), p.2509-2528
2021
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‘Like a rug had been pulled from under you’: The impact of COVID‐19 on teachers in England during the first six weeks of the UK lockdown
British journal of educational psychology, 2020-12, Vol.90 (4), p.1062-1083
2020
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Mind what teacher says: Teachers’ propensity for mental‐state language and children's theory of mind in middle childhood
Social development (Oxford, England), 2022-05, Vol.31 (2), p.303-318
2022
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Do students notice stress in teachers? Associations between classroom teacher burnout and students' perceptions of teacher social–emotional competence
Psychology in the schools, 2020-11, Vol.57 (11), p.1741-1756
2020
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Students Engagement in Remote-Learning during the COVID-19 Crisis: The Role of the Support Provided to Teachers and the Parent-Teacher Relationship
Psychology in the schools, 2023-10, Vol.60 (11), p.4293-4311
2023
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'It Feels Like I'm Back to Being a Teacher': A Longitudinal Trajectory Analysis of Teachers' Experiences during the First 8 Months of COVID-19 in England
British journal of educational psychology, 2023-12, Vol.93 (4), p.1105-1122
2023
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Teachers' perceptions of parent-teacher alliance and student-teacher relational conflict: Examining the role of ethnic differences and "disruptive" behavior
Psychology in the schools, 2012-09, Vol.49 (8), p.794-808
2012
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Teachers’ views on the acceptability and implementation of the Incredible Years® Teacher Classroom Management programme in English (UK) primary schools from the STARS trial
British journal of educational psychology, 2022-09, Vol.92 (3), p.1160-1177
2022
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How Do I Get on With my Teacher? Affective Student‐Teacher Relationships and the Religious Match Between Students and Teachers in Islamic Primary Schools
British journal of educational psychology, 2022-06, Vol.92 (2), p.e12457-n/a
2022
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“My brain feels like a browser with 100 tabs open”: A longitudinal study of teachers’ mental health and well‐being during the COVID‐19 pandemic
British journal of educational psychology, 2022-03, Vol.92 (1), p.299-318
2022
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Teachers' motivational prosody: A pre‐registered experimental test of children's reactions to tone of voice used by teachers
British journal of educational psychology, 2023-06, Vol.93 (2), p.437-452
2023
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The mediating effects of metacognition and creative thinking on the relationship between teachers' autonomy support and teachers' self‐efficacy
Psychology in the schools, 2023-01, Vol.60 (1), p.162-181
2023
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Revalidation of Teachers' Sense of Efficacy Scale using Ghanaian in‐service teachers: Multidimensional item response theory with factor analyses
Psychology in the schools, 2024-05, Vol.61 (5), p.1789-1807
2024
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Student, classroom, and teacher factors associated with teachers’ attunement to bullies and victims
Social development (Oxford, England), 2023-08, Vol.32 (3), p.922-943
2023
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The relative impact of school‐wide positive behavior support on teachers’ perceptions of student behavior across schools, teachers, and students
Psychology in the schools, 2019-02, Vol.56 (2), p.232-241
2019
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The mediating role of teacher self‐efficacy in the relation between teacher–child race mismatch and conflict
Psychology in the schools, 2020-11, Vol.57 (11), p.1757-1770
2020
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Addressing violence against teachers: A social‐ecological analysis of teachers' perspectives
Psychology in the schools, 2020-07, Vol.57 (7), p.1040-1056
2020
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What makes a good teacher? The relative importance of mathematics teachers’ cognitive ability, personality, knowledge, beliefs, and motivation for instructional quality
British journal of educational psychology, 2019-12, Vol.89 (4), p.767-786
2019
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Understanding and Preventing Violence Directed Against Teachers: Recommendations for a National Research, Practice, and Policy Agenda
The American psychologist, 2013-02, Vol.68 (2), p.75-87
2013
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Teachers’ perceptions of the impact of the Incredible Years® Teacher Classroom Management programme on their practice and on the social and emotional development of their pupils
British journal of educational psychology, 2020-06, Vol.90 (S1), p.75-90
2020
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Teacher victimization and teachers' subjective well‐being: Does school climate matter?
Aggressive behavior, 2022-07, Vol.48 (4), p.379-392
2022
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Dynamics of Teacher-Student Relationships: Stability and Change Across Elementary School and the Influence on Children's Academic Success
Child development, 2012-07, Vol.83 (4), p.1180-1195
2012
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Victimization of teachers by students in Israel and in Chile and its relations with teachers’ victimization of students
Aggressive behavior, 2019-03, Vol.45 (2), p.107-119
2019
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