Relationship between mentoring and coaching experience, teaching self-efficacy and job satisfaction of vocational school teachers in Thailand-Reference-Cited by-同舟云学术

Relationship between mentoring and coaching experience, teaching self-efficacy and job satisfaction of vocational school teachers in Thailand

Published:2021-10-21 Issue: Volume: Page:1-21
ISSN:0305-5698
Container-title:Educational Studies
language:en
Short-container-title:Educational Studies

Author:

Preechawong Sukritta¹^ORCID,Anmanatrakul Anusit²,Pinit Pichet²,Koul Ravinder³,Easter Matthew A.⁴

Affiliation:

1. Learning Innovation and Technology Program, King Mongkut’s University of Technology Thonburi, Bangkok, Thailand

2. Department of Mechanical Technology Education, King Mongkut’s University of Technology Thonburi, Bangkok, Thailand

3. Department of Curriculum and Instruction, The Pennsylvania State University, Pennsylvania, United States

4. Department of Educational, School, & Counseling Psychology, University of Missouri, Missouri, United States

Funder

King Mongkut’s University of Technology Thonburi

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/03055698.2021.1994374

Reference64 articles.

1. Alessa, M. A. (2017). The Influence of Mentoring Relationship Quality and Satisfaction on Novice Teachers’ Self-efficacy (Doctoral dissertation). University of North Dakota, USA.

2. Impact of peer coaching strategy on pre-service teachers’ professional development growth in Kuwait

3. Teaching Experience, Teachers’ Beliefs, and Self-Reported Classroom Management Practices: A Coherent Network

4. Crisis leadership and coaching: a tool for building school leaders' self-efficacy through self-awareness and reflection

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