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The quality of social relationships with students, mentor teachers and fellow student teachers and their role in the development of student teachers’ emotions in the practicum

European journal of psychology of education, 2024-05

2024

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Teacher and family support, teacher-student relationship, and psychological capital in online learning: A moderated mediation model

Social behavior and personality, 2024-05, Vol.52 (5), p.13061E-13071E

Chu, Tian

2024

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Relationship between teachers' professional identity and career satisfaction among college teachers: role of career calling

Frontiers in psychology, 2024-04, Vol.15, p.1348217-1348217

2024

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Teachers’ attitudes toward team teaching explained by teachers’ self-efficacy, perceived collaboration, and team similarity

Social psychology of education, 2024-04

2024

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Teachers’ Dual Responsibilities: Exploring the Understanding of School Counselors’ Roles Among Secondary School Teachers in Tanzania

International journal for the advancement of counselling, 2024-06

Mbilinyi, Christina Nelson

2024

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Race-Conscious Teacher Coaching: Disrupting Implicit Bias and Improving Teachers’ Relationships with Black Students

Journal of educational and psychological consultation, 2024-05, p.1-28

2024

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Teachers' Emotional Intelligence and Organizational Commitment: A Moderated Mediation Model of Teachers' Psychological Well-Being and Principal Transformational Leadership

Behavioral sciences, 2024-04, Vol.14 (4), p.345

2024

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The effect of student-perceived teacher support on math anxiety: chain mediation of teacher-student relationship and math self-efficacy

Frontiers in psychology, 2024-04, Vol.15, p.1333012-1333012

2024

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Longitudinal trajectories of teacher emotions among teachers in role transition: the role of emotional intelligence and teacher-student relationships

Current psychology (New Brunswick, N.J.), 2024-06, Vol.43 (24), p.21180-21191

2024

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Why Do Child Care Teachers Leave? Why Do They Stay? - Pre-Pandemic Evidence

Early education and development, 2024-07, Vol.35 (5), p.879-899

2024

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Correlates of teachers’ classroom management self-efficacy: A systematic review and meta-analysis

Educational psychology review, 2024-06, Vol.36 (2), p.43, Article 43

2024

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Validation of the questionnaire to measure Chilean teachers' perception of school violence and coexistence management (VI+GEC)

Frontiers in psychology, 2024, Vol.15, p.1352399-1352399

2024

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Teachers’ views on the sustainability of the Incredible Years Teacher Classroom Management programme: a one-year qualitative follow-up study

Emotional and behavioural difficulties, 2024-05, p.1-14

2024

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Association between the teacher-student relationship and teacher visual focus of attention in Grade 1: student task avoidance and gender as moderators

Educational psychology (Dorchester-on-Thames), 2024-03, Vol.44 (3), p.265-283

2024

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Is respect for teachers beneficial or harmful to students? The predictive effects of dual dimensions of respect-for-teachers on teacher-student relationships and academic engagement in a Confucian cultural context

Social psychology of education, 2024-04

2024

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Relationships of paraeducators and teachers with their autistic students

Journal of school psychology, 2024-08, Vol.105, p.101321, Article 101321

2024

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A systematic review of primary school teachers’ wellbeing: room for a holistic approach

Frontiers in psychology, 2024-06, Vol.15, p.1358424

2024

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"Getting Autism": Educators, Parents, and Autistic Adults and Teens Reflect on the Importance of Teachers Who Understand

Journal of autism and developmental disorders, 2024-05

2024

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The relationship between teachers’ stress and buoyancy from day to day: Two daily diary studies

Contemporary educational psychology, 2024-06, Vol.77, p.102276, Article 102276

2024

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Promoting Awareness and Self-Efficacy for Culturally Responsive Teaching of Pre-Service Teachers Through the Identity Project – a Mixed Methods Study

Identity (Mahwah, N.J.), 2024-05, p.1-19

2024

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Teachers’ intervention strategies for handling hate-speech incidents in schools

Social psychology of education, 2024-06

2024

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The impact of EFL teachers’ emotioncy level on their motivation and academic engagement

Learning and motivation, 2024-08, Vol.87, p.101990, Article 101990

Zhao, Yanli

2024

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The interplay between English teachers’ rapport and immediacy and the students’ academic motivation

Learning and motivation, 2024-08, Vol.87, p.101991, Article 101991

2024

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Unfair teachers, unhappy students: longitudinal associations of perceived teacher relational unfairness with adolescent peer aggression and school satisfaction

Frontiers in psychology, 2024, Vol.15, p.1321050-1321050

2024

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Expansive assessment of expansive abilities: Teachers’ perspectives and practices with multimodal and translanguaged content assessments

Learning and instruction, 2024-08, Vol.92, p.101925, Article 101925

2024

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1 – 25 von 1.405

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The quality of social relationships with students, mentor teachers and fellow student teachers and their role in the development of student teachers’ emotions in the practicum

Teacher and family support, teacher-student relationship, and psychological capital in online learning: A moderated mediation model

Relationship between teachers' professional identity and career satisfaction among college teachers: role of career calling

Teachers’ attitudes toward team teaching explained by teachers’ self-efficacy, perceived collaboration, and team similarity

Teachers’ Dual Responsibilities: Exploring the Understanding of School Counselors’ Roles Among Secondary School Teachers in Tanzania

Race-Conscious Teacher Coaching: Disrupting Implicit Bias and Improving Teachers’ Relationships with Black Students

Teachers' Emotional Intelligence and Organizational Commitment: A Moderated Mediation Model of Teachers' Psychological Well-Being and Principal Transformational Leadership

The effect of student-perceived teacher support on math anxiety: chain mediation of teacher-student relationship and math self-efficacy

Longitudinal trajectories of teacher emotions among teachers in role transition: the role of emotional intelligence and teacher-student relationships

Why Do Child Care Teachers Leave? Why Do They Stay? - Pre-Pandemic Evidence

Correlates of teachers’ classroom management self-efficacy: A systematic review and meta-analysis

Validation of the questionnaire to measure Chilean teachers' perception of school violence and coexistence management (VI+GEC)

Teachers’ views on the sustainability of the Incredible Years Teacher Classroom Management programme: a one-year qualitative follow-up study

Association between the teacher-student relationship and teacher visual focus of attention in Grade 1: student task avoidance and gender as moderators

Is respect for teachers beneficial or harmful to students? The predictive effects of dual dimensions of respect-for-teachers on teacher-student relationships and academic engagement in a Confucian cultural context

Relationships of paraeducators and teachers with their autistic students

A systematic review of primary school teachers’ wellbeing: room for a holistic approach

"Getting Autism": Educators, Parents, and Autistic Adults and Teens Reflect on the Importance of Teachers Who Understand

The relationship between teachers’ stress and buoyancy from day to day: Two daily diary studies

Promoting Awareness and Self-Efficacy for Culturally Responsive Teaching of Pre-Service Teachers Through the Identity Project – a Mixed Methods Study

Teachers’ intervention strategies for handling hate-speech incidents in schools

The impact of EFL teachers’ emotioncy level on their motivation and academic engagement

The interplay between English teachers’ rapport and immediacy and the students’ academic motivation

Unfair teachers, unhappy students: longitudinal associations of perceived teacher relational unfairness with adolescent peer aggression and school satisfaction

Expansive assessment of expansive abilities: Teachers’ perspectives and practices with multimodal and translanguaged content assessments

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