Teacher victimization and teachers' subjective well‐being: Does school climate matter?-Reference-Cited by-同舟云学术

Teacher victimization and teachers' subjective well‐being: Does school climate matter?

Published:2022-04-05 Issue:4 Volume:48 Page:379-392
ISSN:0096-140X
Container-title:Aggressive Behavior
language:en
Short-container-title:Aggressive Behavior

Author:

Yang Chunyan¹^ORCID,Chan Mei‐ki²^ORCID,Nickerson Amanda B.³^ORCID,Jenkins Lyndsay⁴,Xie Jia‐Shu⁵,Fredrick Stephanie S.³

Affiliation:

1. Graduate School of Education University of California, Berkeley Berkeley California USA

2. Gevirtz Graduate School of Education University of California, Santa Barbara Santa Barbara California USA

3. Alberti Center for Bullying Abuse Prevention University at Buffalo, The State University of New York Buffalo New York USA

4. College of Education Florida State University Tallahassee Florida USA

5. School of Education Hunan Normal University Changsha China

Publisher

Wiley

Subject

General Psychology,Arts and Humanities (miscellaneous),Developmental and Educational Psychology

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/ab.22030

Reference66 articles.

1. School Violence: Evaluation and Proposal of Teaching Staff

2. Relationships among teachers' and students' thinking skills, sense of efficacy, and student achievement;Anderson R. N.;Alberta Journal of Educational Research,1988

3. Understanding the association between positive psychological functioning at work and cognitive well‐being in teachers;Arslan G.;Journal of Positive Psychology and Well‐being,2017

4. Job demands–resources theory: Taking stock and looking forward.

5. Validation of a brief measure of teachers’ perceptions of school climate: relations to student achievement and suspensions

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