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Teachers

Journal of the American Academy of Child and Adolescent Psychiatry, 2017-06, Vol.56 (6), p.532-532

2017

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Teachers' Achievement Goal Orientations and Associations With Teachers' Help Seeking: Examination of a Novel Approach to Teacher Motivation

Journal of educational psychology, 2007-05, Vol.99 (2), p.241-252

Butler, Ruth

2007

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Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review

Educational psychology review, 2022-03, Vol.34 (1), p.259-300

2022

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Predictors of teachers’ use of ICT in school – the relevance of school characteristics, teachers’ attitudes and teacher collaboration

Education and information technologies, 2017-03, Vol.22 (2), p.551-573

2017

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Teacher Wellbeing: The Importance of Teacher—Student Relationships

Educational psychology review, 2011-12, Vol.23 (4), p.457-477

2011

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Impacts of the CARE for Teachers Program on Teachers' Social and Emotional Competence and Classroom Interactions

Journal of educational psychology, 2017-10, Vol.109 (7), p.1010-1028

2017

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Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers

Educational studies in mathematics, 2022-06, Vol.110 (2), p.205-232

2022

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“I Can Help Them Become Better Teachers, But I Can’t Help Them With Educative Teacher Performance Assessment”: Cooperating Teachers’ Knowledge and Experience of the Educative Teacher Performance Assessment in Physical and Health Education

Perceptual and motor skills, 2022-08, Vol.129 (4), p.1283-1301

2022

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Teacher-Student Relationships and Students' Engagement in High School: Does the Number of Negative and Positive Relationships With Teachers Matter?

Journal of educational psychology, 2019-07, Vol.111 (5), p.861-876

2019

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Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers

Perceptual and motor skills, 2023-10, Vol.130 (5), p.2269-2299

2023

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Connecting academics’ disciplinary knowledge to their professional development as university teachers: a conceptual analysis of teacher expertise and teacher knowledge

Higher education, 2023-10, Vol.86 (4), p.969-984

2023

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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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Climate confusion among U.S. teachers

Science (American Association for the Advancement of Science), 2016-02, Vol.351 (6274), p.664-665

2016

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Teaching Contexts That Influence Elementary Preservice Teachers' Teacher and Science Teacher Identity Development

Journal of science teacher education, 2018-07, Vol.29 (5), p.420-439

2018

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Teacher‐ versus researcher‐provided affirmation effects on students’ task engagement and positive perceptions of teachers

Journal of social issues, 2021-09, Vol.77 (3), p.751-768

2021

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Teachers’ Beliefs about Mathematics, Learning, Teaching, Students, and Teachers: Perspectives from Chinese High School In-Service Mathematics Teachers

International journal of science and mathematics education, 2021-04, Vol.19 (4), p.747-769

2021

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Effects on Teachers' Self-Efficacy and Job Satisfaction: Teacher Gender, Years of Experience, and Job Stress

Journal of educational psychology, 2010-08, Vol.102 (3), p.741-756

2010

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In Peer Matters, Teachers Matter: Peer Group Influences on Students' Engagement Depend on Teacher Involvement

Journal of educational psychology, 2017-07, Vol.109 (5), p.635-652

2017

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Do they practise what they preach? Factors associated with teachers’ use of inclusive teaching practices among in‐service teachers

Journal of research in special educational needs, 2020-10, Vol.20 (4), p.321-330

2020

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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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Teacher vision: expert and novice teachers' perception of problematic classroom management scenes

Instructional science, 2016-06, Vol.44 (3), p.243-265

2016

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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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"It's where learning and teaching begins - is this relationship" : insights on the teacher-student relationship at university from the teachers' perspective

Higher education, 2023-04, Vol.85 (4), p.819-835

2023

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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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Teachers

Teachers' Achievement Goal Orientations and Associations With Teachers' Help Seeking: Examination of a Novel Approach to Teacher Motivation

Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review

Predictors of teachers’ use of ICT in school – the relevance of school characteristics, teachers’ attitudes and teacher collaboration

Teacher Wellbeing: The Importance of Teacher—Student Relationships

Impacts of the CARE for Teachers Program on Teachers' Social and Emotional Competence and Classroom Interactions

Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers

“I Can Help Them Become Better Teachers, But I Can’t Help Them With Educative Teacher Performance Assessment”: Cooperating Teachers’ Knowledge and Experience of the Educative Teacher Performance Assessment in Physical and Health Education

Teacher-Student Relationships and Students' Engagement in High School: Does the Number of Negative and Positive Relationships With Teachers Matter?

Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers

Connecting academics’ disciplinary knowledge to their professional development as university teachers: a conceptual analysis of teacher expertise and teacher knowledge

Teachers’ voice behavior—Principal leadership‐driven or teacher self‐driven? Evidence from Taiwan

The influence of teachers' intrinsic motivation on students' intrinsic motivation: The mediating role of teachers' motivating style and teacher‐student relationships

Climate confusion among U.S. teachers

Teaching Contexts That Influence Elementary Preservice Teachers' Teacher and Science Teacher Identity Development

Teacher‐ versus researcher‐provided affirmation effects on students’ task engagement and positive perceptions of teachers

Teachers’ Beliefs about Mathematics, Learning, Teaching, Students, and Teachers: Perspectives from Chinese High School In-Service Mathematics Teachers

Effects on Teachers' Self-Efficacy and Job Satisfaction: Teacher Gender, Years of Experience, and Job Stress

In Peer Matters, Teachers Matter: Peer Group Influences on Students' Engagement Depend on Teacher Involvement

Do they practise what they preach? Factors associated with teachers’ use of inclusive teaching practices among in‐service teachers

Do students notice stress in teachers? Associations between classroom teacher burnout and students' perceptions of teacher social–emotional competence

Teacher vision: expert and novice teachers' perception of problematic classroom management scenes

Coaching Teachers to Improve Students’ School Readiness Skills: Indirect Effects of Teacher–Student Interaction

"It's where learning and teaching begins - is this relationship" : insights on the teacher-student relationship at university from the teachers' perspective

Mind what teacher says: Teachers’ propensity for mental‐state language and children's theory of mind in middle childhood

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