Adebayo, A., Oduntan, O. O., Fasola, B. O., & Adebisi, B. S. (2021). Psychological stress of covid-19 and teacher job performance in Ogun State, Nigeria. UNILAG Journal of Curriculum and Instruction, 2(1), 142-152.
Arnold, M. L., Newman, J. H., Gaddy, B. B. & Dean, C. B. (2005). A look at the condition of rural education research: Setting a direction for future research. Journal of research in Rural Education, 20(6), 1-25.
Arnold, M. L., Newman, J. H., Gaddy, B. B., & Dean, C. B. (2005). A look at the condition of rural education research: Setting a direction for future research. Journal of research in Rural Education, 20(6), 1-25.
Bracket, M. A., Palomera, R., Mojsa‐Kaja, J., Reyes, M. R. & Salovey, P. (2010). Emotion‐regulation ability, burnout, and job satisfaction among British secondary‐school teachers. Psychology in the Schools, 47(4), 406-417.
Braun, S. S., Schonert-Reichl, K. A. & Roeser, R. W. (2020). Effects of teachers' emotion regulation, burnout, and life satisfaction on student well-being. Journal of Applied Devel-opmental Psychology, 69, 101-110.
Burns, R. A., Butterworth, P. & Anstey, K. J. (2016). An examination of the long-term impact of job strain on mental health and wellbeing over a 12-year period. Social psychiatry and psychiatric epidemiology, 51, 725-733.
Chang, M. L., & Taxer, J. (2021). Teacher emotion regulation strategies in response to classroom misbehavior. Teachers and Teaching, 27(5), 353-369.
Chang, M.L. (2009). An appraisal perspective of teacher burnout: examining the emotional work of teachers. Educational Psychology Review, 21(3), 193–218.
Chen, K. Y., Chang, C. W. & Wang, C. H. (2019). Frontline employees’ passion and emotional exhaustion: The mediating role of emotional labor strategies. International Journal of Hospitality Management, 76, 163-172.
Crawford, M. (2011). Rationality and emotions. In C. Day, & L. Chi-kin (Eds.), New under-standings of teacher education: Emotions and educational change. LaVergne, TN: Springer.
Creswell, J. (2012). Qualitative research and research design: choosing among five approaches (narrative research, phenomenology, foundational data theory, ethnography, case study). Translated by Hasan Danaei Fard, Hossein Kazemi, Tehran, Eshraghi Publications, Safar. (in Persian).
Cui, Q., Chao, Q., Han, J., Zhang, X., Ren, Y. & Shi, J. (2018). Job stress, burnout and the relationship among the science and mathematics teachers in basic education schools. EURASIA Journal of Mathematics, Science and Technology Education, 14(7), 3235-3244.
Datnow, A. (2020). The role of teachers in educational reform: A 20-year perspective. Journal of Educational Change, 21 (3), 431-441.
Day, C., & Gu, Q. (2014). Resilient teachers, resilient schools. Building and sustaining quality in testing times. London: Routledge.
Derakhshan, A., Coombe, C., Arabmofrad, A. & Taghizadeh M.S. (2020). efficacy beliefs in the development of teacher-student relationships. Journal of School Psychology, 82, 141-158.
Derakhshan, A., Coombe, C., Arabmofrad, A. & Taghizadeh, M. (2020). Investigating the effects of English language teachers’ professional identity and autonomy in their success. Issues in Language Teaching, 9(1), 1-28.
Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout, and teaching efficacy. Mind, Brain, and Education, 7(3), 182-195.
Frenzel, A. C. (2014). Teacher emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 494–519). New York: Routledge.
Frenzel, A. C., Fiedler, D., Marx, A. K. G., Reck, C., & Pekrun, R. (2020). Who enjoys teaching, and when? Between- and within-person evidence on teachers’ appraisal-emotion links. Frontiers in Psychology, 11, 1–14.
Gustavsen, G. W., Nayga, R. M., & Wu, X. (2015). Effects of Parental Divorce on Teenage Children’s Risk Behaviors: Incidence and Persistence. Journal of Family and Economic Issues, 10, 121- 130.
Hajovsky, D. B., Chesnut, S. R. & Jensen, K. M (2020). The role of teachers’ self-Autonomy in their success. Issues in Language Teaching 9 (1), 1-28.
Herman, K. C., & Reinke, W. M. (2015). Stress management training for teachers: A proactive guide. New York, NY: Guilford.
Herman, K. C., Hickmon-Rosa, J., & Reinke, W. M. (2018). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20, 90–100
Howley, C. B., Howley, A. & Yahn, J. (2014). Motives for dissertation research at the intersection between rural education and curriculum and instruction. Journal of Research in Rural Education, 29(5).
Kamila, W., Nicola, B., Lis, F., Stefan, E., & Kenji, H. (2014). Live to work or love to work: Work craving and work engagement. PLoS ONE, 9(10), 1–7.
Keller, M. M., Frenzel, A. C., Goetz, T., Pekrun, R., & Hensley, L. (2014). Exploring teacher emotions: A literature review and an experience sampling study. Teacher motivation, 69-82.
Klassen, R. M. (2010). Teacher stress: The mediating role of collective efficacy beliefs. The Journal of educational research, 103(5), 342-350.
Kwon, E. K. (2018). The effect of job stress on job exhaustion on Middle School teacher. Digital Convergence, 16(8), 81-87.
Lavigne, A. L. (2014). Exploring the intended and unintended consequences of high-stakes teacher evaluation on schools, teachers, and students. Teachers College Record, 116(1), 1-29.
Li, J. J., Wong, I. A. & Kim, W. G. (2017). Does mindfulness reduce emotional exhaustion? A multilevel analysis of emotional labor among casino employees. International Journal of Hospitality Management, 64, 21-30.
Morrow, R., Rodriguez, A., & King, N. (2015). Colaizzi’s descriptive phenomenological method. The psychologist, 28(8), 643-644.
O’Connor, K. E. (2006).You choose to care”: teachers, emotions and professional identity. Teaching and Teacher Education, 24, 117–126.
Ouellette, R. R., Frazier, S. L., Shernoff, E. S., Cappella, E., Mehta, T. G., Maríñez-Lora, A., ... & Atkins, M. S. (2018). Teacher job stress and satisfaction in urban schools: Disentangling individual-, classroom-, and organizational-level influences. Behavior therapy, 49(4), 494-508.
Parr, A., Gladstone, J., Rosenzweig, E., & Wang, M. T. (2021). Why do I teach? A mixed-methods study of in-service teachers’ motivations, autonomysupportive instruction, and emotions.
Teaching and Teacher Education, 98, 1–13.
https://doi.org/10.1016/j.tate.2020.103228
Paterson, A. & Grantham, R. (2016). How to make teachers happy: An exploration of teacher wellbeing in the primary school context. Educational & Child Psychology, 33(2), 90-104.
Pearson, L. C. & Moomaw, W. (2005). The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism. Educational Research Quarterly, 29(1), 1-17.
Pishghadam, R., Derakhshan, A. & Zhaleh, K. (2019). The interplay of teacher success, credibility, and stroke with respect to EFL students’ willingness to attend classes. PolishPsychological Bulletin,50 (4), 284-292.
Prilleltensky, I., Neff, M. & Bessell, A. (2016). Teacher stress: What it is, why it's important, how it can be alleviated. Theory Into Practice, 55(2), 104-111.
Reinke, W. M., Herman, K. C., & Newcomer, L. (2016). The brief student–teacher classroom interaction observation: Using dynamic indicators of behaviors in the classroom to predict outcomes and inform practice. Assessment for Effective Intervention, 42, 342.
Richards, J. (2012). Teacher stress and coping strategies: A national snapshot. The Educational Forum, 76(3), 299-316.
Schutz, P. A., Hong, J. Y., Cross, D. I., & Osbon, J. N. (2006). Refections on investigating emotion in educational activity settings
. Educational Psychology Review, 18(4), 343–360.
https://doi.org/10.1007/s10648-006-9030-3
Sims, J. R. (2013). What is the Transformational Learning Experience of Secondary Teachers Who Have Dealt with Burnout?. University of Missouri-Saint Louis.
Sutton, R. E. & Wheatley, K. F. (2003). Teachers' emotions and teaching: A review of the literature and directions for future re-search. Educational Psychology Review, 15, 327-358.
Taxer, J. L., & Gross, J. J. (2018). Emotion regulation in teachers: The “why” and “how”. Teaching and Teacher Education, 74, 180–189.
Tsang, K. K., & Kwong, T. L. (2017). Teachers’ emotions in the context of education reform: Labor process theory and social constructionism. British Journal of Sociology of Education, 38(6), 841–855.
Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J., & Barber, L. K. (2010). Exploring the association between teachers’ perceived student misbehavior and emotional exhaustion: The importance of teacher efficacy beliefs and emotion regulation
. Educational Psychology, 30(2), 173–189.
https://doi.org/10.1080/01443410903494460
Tuerktorun, Y. Z., Weiher, G. M. & Horz, H. (2020). Psychological detachment and work-related rumination in teachers: a systematic review. Educational Research Review, 31, 100354.
Wolf, S. & Peele, M. E. (2019). Examining sus-tained impacts of two teacher professional development programs on professional well-being and classroom practices. Teaching andTeacher Education, 86, 102-112.
)