| The relationship between beginning teachers' stress causes, stress responses, teaching behaviour and attrition |
22 |
| Personal and contextual factors related to teachers' experience with stress and burnout |
10 |
| The effects of working conditions on teacher retention |
8 |
| Determinants of classroom engagement: a prospective test based on self-determination theory |
8 |
| Understanding teachers' professional learning goals from their current professional concerns |
7 |
| Research-based teacher education? Exploring the meaning potentials of Swedish teacher education |
7 |
| Teachers' professional identity in super-diverse school settings: teachers as agents of intercultural education |
6 |
| An examination of US first-year teachers' risk for occupational stress: associations with professional preparation and occupational health |
6 |
| Teacher evaluation policy as perceived by school principals: the case of Flanders (Belgium) |
6 |
| Teacher collaboration: 30 years of research on its nature, forms, limitations and effects |
5 |
| Pedagogical reasoning: the foundation of the professional knowledge of teaching |
5 |
| Collaborative teacher professional development in schools in English (UK) and Shanghai (China): cultures, contexts and tensions |
5 |
| A complex dynamic systems perspective on teacher learning and identity formation: an instrumental case |
5 |
| Teachers' first year in the profession: the power of high-quality support |
4 |
| Sustaining teachers' stories to live by: implications for teacher education |
4 |
| Developing different identity trajectories: lessons from the Chinese teachers |
4 |
| Pedagogical transitions among science teachers: how does context intersect with teacher beliefs? |
4 |
| Teacher educators' personal practical knowledge of language |
4 |
| Relational play-based pedagogy: theorising a core practice in early childhood education |
4 |
| Teacher evaluation in Chile: highlights and complexities in 13 years of experience |
4 |
| Teacher supervision and evaluation challenges: Canadian perspectives on overall instructional leadership |
4 |
| Attributions and emotional competence: why some teachers experience close relationships with disruptive students (and others don't) |
4 |
| Teachers' use of knowledge sources in 'result meetings': thin data and thick data use |
4 |
| From trust to control - the Swedish first teacher reform |
4 |
| Understanding teacher collaboration processes from a complexity theory perspective: a case study of a Chinese secondary school |
4 |
| Typology of trust relationships: profiles of teachers' trust in principal and their implications |
3 |
| Beyond the paycheck: Chinese rural teacher well-being and the impact of professional learning and local community engagement |
3 |
| The relationship between teacher self-concept, teacher efficacy and burnout |
3 |
| Descriptive inquiry: cultivating practical wisdom with teachers |
3 |
| 'If you're wrong for the place you just don't survive': examining the work of early career teachers in context |
3 |
| Secondary teacher's dissatisfaction with the teaching profession in Latin America: the case of Brazil, Chile, and Mexico |
3 |
| Impact of the Good Behavior Game on special education teachers |
3 |
| Preparing beginning teachers for inclusion: designing and assessing supplementary fieldwork experiences |
3 |
| Understanding the relationship between work intensification and burnout in secondary teachers |
3 |
| Improving interaction in teacher training programmes: the rise of the social dimension in pre-service teacher education |
3 |
| Why social capital is important for mentoring capacity building of mentors: a case study in Hong Kong |
2 |
| Confrontation, negotiation and agency: exploring the inner dynamics of student teacher identity transformation during teaching practicum |
2 |
| Overarching professional identity themes in student teacher workplace learning |
2 |
| Career adaptability and entrepreneurial behaviour in the K-12 classroom |
2 |
| Which difficulties and resources do vocational teachers perceive? An exploratory study setting the stage for investigating teachers' resilience in Switzerland |
2 |
| A trajectory of teacher development in early and mid-career |
2 |
| Social capital, affect balance and personal well-being among teachers in Israel and Palestine |
2 |
| Leading with teachers' emotional labour: relationships between leadership practices, emotional labour strategies and efficacy in China |
2 |
| Barriers to the implementation of specialized reading instruction in secondary co-taught classrooms: an exploratory study |
2 |
| How do teachers learn together? A study of school-based teacher learning in China from the perspective of organisational learning |
2 |
| Toward an understanding of EFL teacher culture: an ethnographic study in China |
2 |
| High-stakes teacher evaluation policy: USprincipals' perspectives and variations in practice |
2 |
| Teacher evaluation in Portugal: persisting challenges and perceived effects |
2 |
| Theory and practice in Finnish teacher education: a rhetorical analysis of changing values from the 1960s to the present day |
2 |
| Leaving lessons: learning from the exit decisions of experienced teachers |
2 |
