Fackler, Sina, Sammons, Pamela, Malmberg, Lars-Erik |
2021 |
A comparative analysis of predictors of teacher self-efficacy in student engagement, instruction and classroom management in Nordic, Anglo-Saxon and East and South-East Asian countries |
Collie, Rebecca J., Malmberg, Lars-Erik, Martin, Andrew J., Sammons, Pamela, "Morin, Alexandre J. S. |
2020 |
A multilevel person-centered examination of teachers' workplace demands and resources |
Fackler, Sina, Malmberg, Lars-Erik, Sammons, Pamela |
2021 |
An international perspective on teacher self-efficacy |
Dogan, Selcuk, Adams, Alyson |
2020 |
Augmenting the effect of professional development on effective instruction through professional communities |
Jenkins, Andrew, Ueno, Akiko |
2017 |
Classroom disciplinary climate in secondary schools in England |
Qin, Lixia |
2021 |
Country effects on teacher turnover intention |
Kaplan, David, McCarty, Alyn |
2013 |
Data fusion with international large scale assessments |
Veletić, Jelena, Olsen, Rolf Vegar |
2021 |
Developing a shared cluster construct of instructional leadership in TALIS |
Printy, Susan, Liu, Yan |
2021 |
Distributed leadership globally |
Bellibas, Mehmet Sukru, Gümüş, Sedat, Liu, Yan |
2021 |
Does school leadership matter for teachers' classroom practice? |
Liu, Xin, Valcke, Martin, Yang Hansen, Kajsa, De Neve, Jan |
2022 |
Exploiting the linked teaching and learning international survey and programme for international student assessment data in examining school effects |
Yoo, Jin Eun, Rho, Minjeong |
2020 |
Exploration of predictors for Korean teacher job satisfaction via a machine learning technique, group Mnet |
Ling, Zhang, Basham, James D. , Carter, Richard Allen Jr., Jihong, Zhang |
|
Exploring factors associated with the implementation of student-centered instructional practices in US classrooms |
Gil-Flores, Javier, Rodríguez-Santero, Javier, Torres-Gordillo, Juan-Jesús |
2017 |
Factors that explain the use of ICT in secondary-education classrooms |
Liu, Yan |
2020 |
Focusing on the practice of distributed leadership |
Liu, Yan, Bellibas, Mehmet Sukru, Printy, Susan |
2016 |
How school context and educator characteristics predict distributed leadership |
Benoliel, Pascale, Berkovich, Izhak |
2020 |
Ideal teachers according to TALIS |
Fang, Guangbao, Timothy, Teo |
2021 |
Investigating the associations of constructivist beliefs and classroom climate on teachers' self-efficacy among Australian secondary mathematics teachers |
Dicke, Theresa, Marsh, Herbert W., Parker, Philip D., Guo, Jiesi, Riley, Philip, Waldeyer, Julia |
2020 |
Job satisfaction of teachers and their principals in relation to climate and student achievement |
Bellibas, Mehmet Sukru, Liu, Yan |
2017 |
Multilevel analysis of the relationship between principals' perceived practices of instructional leadership and teachers' self-efficacy perceptions |
Ning, Bo |
2021 |
Principals' time allocation in the context of Shanghai school administration |
Zhang, Shaoan, Shi, Qingmin, Lin, Emily |
2020 |
Professional development needs, support, and barriers |
Kapuza, A.V., Tyumeneva, Yulia |
2017 |
Reliability and structure of the TALIS social desirability scale |
Collie, Rebecca J., Granziera, Helena, Martin, Andrew J. |
2020 |
School principals' workplace well-being |
Matsuoka, Ryoji |
2015 |
School socioeconomic context and teacher job satisfaction in Japanese compulsory education |
Smith, William C., Holloway, Jessica |
2020 |
School testing culture and teacher satisfaction |
Yang, Youcai, Qin, Lixia, Ning, Ling |
2021 |
School violence and teacher professional engagement |
Fang, Guangbao, Chan, Philip Wing Keung, Kalogeropoulos, Penelope |
2021 |
Secondary school teachers' professional development in Australia and Shanghai |
Wang, Ke, Li, Yeping, Luo, Wen, Zhang, Shuai |
2020 |
Selected factors contributing to teacher job satisfaction |
Leunda Iztueta, Ixiar, Garmendia Navarro, Inés, Etxeberria Murgiondo, Juan |
2017 |
Statistical matching in practice |
Lopes, João A., Oliveira, Celia |
2021 |
Teacher and school determinants of perceived classroom discipline |
Lopes, Joao, Oliveira, Celia |
2020 |
Teacher and school determinants of teacher job satisfaction |
Spruyt, Bram, Van Droogenbroeck, Filip, Van den Borre, Laura, Emery, Laura, Keppens, Gil, Siongers, Jessy |
2021 |
Teachers' perceived societal appreciation |
Iwaniec, Janina, Halbach, Ana |
2021 |
Teachers' views on their methodology and their profiles |
Bilican-Demir, Safiye |
2021 |
The characteristics of teachers in effective schools |
Liu, Yan, Bellibas, Mehmet Sukru, Gümüş, Sedat |
2021 |
The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction |
Gumus, Emine, Bellibas, Mehmet Sukru |
2016 |
The effects of professional development activities on principals' perceived instructional leadership practices |
Yang, Hyunwoo |
2020 |
The effects of professional development experience on teacher self-efficacy |
Brezicha, Kristina F., Ikoma, Sakiko, Park, Hyowon, LeTendre, Gerald K. |
2020 |
The ownership perception gap |
Brezicha, Kristina F., Ikoma, Sakiko, Park, Hyowon, LeTendre, Gerald K. |
2020 |
The ownership perception gap: exploring teacher job satisfaction and its relationship to teachers’ and principals’ perception of decision-making opportunities |
Kasalak, Gamze, Dağyar, Miray |
2020 |
The relationship between teacher self-efficacy and teacher job satisfaction |
Gumus, Emine, Bellibas, Mehmet Sukru |
2021 |
The relationship between the types of professional development activities teachers participate in and their self-efficacy |
Pinskaya, M.A., Lenskaya, E.A., Ponomareva, A.A., Brun, I.V., Kosaretsky, S.G., Savelyeva, M.B. |
2017 |
What did we learn about our teachers and principals? |