| 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 |
| Jeong, Dong Wook, Moon, Chan Ju , Moon, Heewon, Luschei, Thomas F. |
2023 |
A cross-national analysis of school boards' roles and consequences for school resources and student achievement |
| 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 |
| Abakah, Ellen, Widin, Jacqueline, Ameyaw, Edward Kwabena |
2022 |
Continuing Professional Development (CPD) Practices among Basic School Teachers in the Central Region of Ghana |
| 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 |
| Thommen, Desiree, Grob, Urs, Lauermann, Fani, Klassen, Robert M., Praetorius, Anna-Katharina |
2022 |
Different Levels of Context-Specificity of Teacher Self-Efficacy and Their Relations With Teaching Quality |
| Printy, Susan, Liu, Yan |
2021 |
Distributed leadership globally |
| Bellibas, Mehmet Sukru, Gümüş, Sedat, Liu, Yan |
2021 |
Does school leadership matter for teachers' classroom practice? |
| Amzat, Ismail Hussein, Yanti, Prima Gusti, Suswandari, Suswandari |
2022 |
Estimating the Effect of Principal Instructional and Distributed Leadership on Professional Development of Teachers in Jakarta, Indonesia |
| 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 |
| Zhu, Yan, Kaiser, Gabriele |
2022 |
Impacts of classroom teaching practices on students’ mathematics learning interest, mathematics self-efficacy and mathematics test achievements |
| 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 |
| Wahlström, Ninni, Nordin, Andreas |
2022 |
Policy of suspiciousness |
| 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 |
| Halbach, Ana, Iwaniec, Janina |
2022 |
Responsible, Competent and with a Sense of Belonging |
| 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 |
| Omar, Ruzana, Ab Rashid, Radzuwan, Yusoff, Sarah, Ismail, Hanita Hanim, Saed, Hadeel, Yassin, Baderaddin, Al-Smadi, Omar Ali |
2022 |
Towards the Sustainability of English Language Teachers Professionalism via Professional Development Programs |
| 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? |