Abu-Tineh, A. M., Khasawneh, S. A., & Khalaileh, H. A.(2011). Teacher self-efficacy and classroom management styles in Jordanian schools. Management in Education, 25(4), 175–181. https://doi.org/10.1177/0892020611420597
Aslan Gördeslia, M. (2022). Mindfulness in teaching and job burnout: The mediating role of self-efficacy. International Journal of Psychology and Educational Studies, 9(3), 551–560. https://doi.org/10.52380/ijpes.2022.9.3.1080
Atmaca, Ç., Rızaoglu, F. Türkdogan, T. & Yaylı, D. (2020). An emotion-focused approach in predicting teacher burnout and job satisfaction. Teaching and Teacher Education 90, 1–13 https://doi.org/10.1016/j.tate.2020.103025
Baitleuova, L., Irgatoğlu, A., & Aliakbarova, A. (2025). Through students’ and lecturers’ eyes: Kazakhstani medical students’ needs and self-efficacy beliefs in learning English. Novitas-ROYAL (Research on Youth and Language), 19(1), 1–20. https://doi.org/10.5281/zenodo.15210243
Bakker, A. B., & Demerouti, E. (2007). The Job Demands–Resources model: State of the art. Journal of Managerial Psychology, 22(3), 309–328. https://doi.org/10.1108/02683940710733115
Baltzell, A. L. (2016). Mindfulness and performance. In I. Ivtzan & T. Lomas (Eds.), Mindfulness in positive psychology (pp. 64–79). Routledge. https://doi.org/10.1017/CBO9781139871310
Bandura, A. (2011). A social cognitive perspective on positive psychology. Revista de Psicología Social, 26(1), 7–20. https://doi.org/10.1174/021347411794078444
Bandura, A. (1997). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
Banerjee, N., Stearns, E., Moller, S., & Mickelson, R. A. (2017). Teacher job satisfaction and student achievement: The roles of teacher professional community and teacher collaboration in schools. American Journal of Education, 123(2), 203–241. https://doi.org/10.1086/689932
Bogler, R. (2001). The influence of leadership style on teacher job satisfaction. Educational Administration Quarterly, 37(5), 662–683. https://doi.org/10.1177/00131610121969460
Brackett, 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. https://doi.org/10.1002/pits.20478
Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(2), 239–253. https://doi.org/10.1016/S0742-051X(99)00057-8
Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848. https://doi.org/10.1037/0022-3514.84.4.822
Cheng, Y. C., Yang, T. A., & Lee, J. C. (2021). The relationship between smartphone addiction, parent-child relationship, loneliness, and self-efficacy among senior high school students in Taiwan. Sustainability, 13(16), 9475. https://doi.org/10.3390/su13169475
Derakhshan, A., & Fathi, J. (2024). Growth mindset, self-efficacy, and self-regulation: A symphony of success in L2 speaking. System, 123. https://doi.org/10.1016/j.system.2024.103320
Derakhshan, A., Fathi, J., & Pawlak, M. (2022). The role of teacher emotion regulation in the relationship between self-efficacy and job satisfaction. Frontiers in Psychology, 13, 1–10. https://doi.org/10.3389/fpsyg.2022.1003046
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. https://doi.org/10.22054/ilt.2020.52263.496
Emin Türkoğlu, M., Cansoy, R., & Parlar, H. (2017). Examining the relationship between teachers' self-efficacy and job satisfaction. Universal Journal of Educational Research, 5(5), 765–772. https://doi.org/10.13189/ujer.2017.050509
Faul, F., Erdfelder, E., Lang, A. G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175–191. https://doi.org/10.3758/BF03193146
Fathi, J., Derakhshan, A., & Saharkhiz Arabani, A. (2020). Investigating a structural model of self-efficacy, collective efficacy, and psychological well-being among Iranian EFL teachers. Iranian Journal of Applied Linguistics Studies, 12(1), 61–80. https://doi.org/10.22111/IJALS.2020.5725
Frank, J. L., Jennings, P. A., & Greenberg, M. T. (2016). Validation of the mindfulness in teaching scale. Mindfulness, 7(1), 155–163. https://doi.org/10.1007/s12671-015-0461-0
Guidetti, G., Viotti, S., Badagliacca, R., Colombo, L., & Converso, D. (2019). Can mindfulness mitigate the energy-depleting process and increase job resources to prevent burnout? A study on the mindfulness trait in the school context. Plos One, 14(4). https://doi.org/10.1371/journal.pone.0214935
Hascher, T., & Waber, J. (2021). Teacher well-being: A systematic review of the research literature from the year 2000–2019. Educational Research Review, 34, 100411. https://doi.org/10.1016/j.edurev.2021.100411
Huang, J. (2022). The role of English as a foreign language teacher's mindfulness and compassion in fostering students' foreign language enjoyment. Frontiers in Psychology, 13, https://doi.org/10.3389/fpsyg.2022.899298
Hyseni Duraku, Z., Blakaj, V., Shllaku Likaj, E., Boci, L., & Shtylla, H. (2022). Professional training improves early education teachers’ knowledge, skills, motivation, and self-efficacy. Frontiers in Education, 7, 980254. https://doi.org/10.3389/feduc.2022.980254
Irgatoğlu, A., & Kırmızı, Ö. (2023). Pre-service EFL teachers’ immunity perceptions concerning their perceived teacher commitment levels. Novitas-ROYAL (Research on Youth and Language), 17(2), 95–111. https://doi.org/10.5281/zenodo.10015834
Jeon, L., Buettner, C. K., Grant, A. A., & Lang, S. N. (2019). Early childhood teachers’ stress and children’s social, emotional, and behavioral functioning. Journal of Applied Developmental Psychology, 61, 21–32. https://doi.org/10.1016/j.appdev.2018.02.002
Jennings, P. A. (2015). Early childhood teachers’ well-being, mindfulness, and self-compassion in relation to classroom quality and attitudes towards challenging students. Mindfulness, 6(4), 732–743. https://doi.org/10.1007/s12671-014-0312-4
Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Davis, R., Rasheed, D., DeWeese, A., DeMauro, A. A., Cham, H., & Greenberg, M. T. (2017). Impacts of the CARE for Teachers program on teachers' social and emotional competence and classroom interactions. Journal of Educational Psychology, 109(7), 1010–1028. https://doi.org/10.1037/edu0000187
Johnson, S. M., Kraft, M. A., & Papay, J. P. (2012). How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Teachers College Record, 114(10), 1–39. https://doi.org/10.1177/016146811211401004
Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59–76. https://doi.org/10.1016/j.edurev.2014.06.001
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Contemporary Educational Psychology, 35(3), 191–203. https://doi.org/10.1016/j.cedpsych.2010.03.001
Kubzansky, L. D., Huffman, J. C., Boehm, J. K., Hernandez, R., Kim, E. S., Koga, H. K., Feig, E. H., Lloyd-Jones, D. M., Seligman, M. E. P., & Labarthe, D. R. (2018). Positive psychological well-being and cardiovascular disease: JACC health promotion series. Journal of the American College of Cardiology, 72(12), 1382–1396. https://doi.org/10.1016/j.jacc.2018.07.042
Lee, P. M. J., & Quek, C. L. (2018). Preschool teachers’ perceptions of school learning environment and job satisfaction. Learning Environments Research, 21(3), 369–386. https://doi.org/10.1007/s10984-017-9256-7
Lopes, J., & Oliviera, C. (2020). Teacher and school determinants of teacher job satisfaction: a multilevel analysis. School effectiveness and school improvement. An International Journal of Research, Policy and Practice, 31(4), 641–659. https://doi.org/10.1080/09243453.2020.1764593
Lu, M. H., Luo, J., Chen, W., & Wang, M. C. (2019). The influence of job satisfaction on the relationship between professional identity and burnout: A study of student teachers in Western China. Current Psychology, 38(1), 1–9. https://doi.org/10.1007/s12144-019-00565-7
Madigan, D. J., & Kim, L. E. (2021). Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit. Teaching and Teacher Education, 105, https://doi.org/10.1016/j.tate.2021.103425
Pepe, A., Addimando, L., & Veronese, G. (2017). Measuring teacher job satisfaction: Assessing invariance in the teacher job satisfaction scale (TJSS) across six countries. Europe’s Journal of Psychology, 13(3), 396–416. https://doi.org/10.5964/ejop.v13i3.1389
Piasecka, L. (2016). Teaching matters: Enjoyment and job satisfaction. In D. Gałajda, P. Zakrajewski, & M. Pawlak (Eds.) Researching second language learning and teaching from a psycholinguistic perspective: Studies in honor of Danuta Gabryś-Barker (pp.167–182), Springer. https://doi.org/10.1007/978-3-319-31954-4_12
Polishchuk, O., Koltunovych, T., Andrieieva, Y., Heisonyuk, N., & Oliinyk, M. (2022). Job satisfaction and professional burnout of preschool teachers. Revista Romaneasca pentru Educatie Multidimensionala, 14(4), 325–352. https://doi.org/10.18662/rrem/14.4/644
Qi, J., & Derakhshan, A. (2023). Chinese EFL teachers’ desire to attend professional development programs: Exploring the role of job satisfaction and organizational commitment. Porta Linguarum, 41, 311–327. https://doi.org/10.30827/portalin.vi2023c.29656
Reiser, J. E., & McCarthy, C. J. (2018). Preliminary investigation of a stress prevention and mindfulness group for teachers. The Journal for Specialists in Group Work, 43(1), 2–34. https://doi.org/10.1080/01933922.2017.1338811
Rezaee, A., Khoshsima, H., Zare-Bahtash, E., & Sarani, A. (2018). A mixed method study of the relationship between EFL teachers' job satisfaction and job performance in Iran. International Journal of Instruction, 11(4), 577–592. https://doi.org/10.12973/iji.2018.11425a
Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., Oberle, E., Thomson, K., Taylor, C., & Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105(3), 787–804. https://doi.org/10.1037/a0032093
Shoshani, A., & Eldor, L. (2016). The informal learning of teachers: Learning climate, job satisfaction and teachers’ and students’ motivation and well-being. International Journal of Educational Research, 79, 52–63. https://doi.org/10.1016/j.ijer.2016.06.007
Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059–1069. https://doi.org/10.1016/j.tate.2009.11.001
Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029–1038. https://doi.org/10.1016/j.tate.2011.04.001
Skaalvik, E. M., & Skaalvik, S. (2015). Job satisfaction, stress, and coping strategies in the teaching profession—What do teachers say? International Education Studies, 8(3), 181–192. https://doi.org/10.5539/ies.v8n3p181
Solhi, M., Pawlak, M., Elahi Shirvan, M., Kruk, M., & Taherian, T. (2026). A latent profile analysis of EFL teachers’ L2 grit: Associations with teaching boredom, enjoyment, enthusiasm, and self-efficacy. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2026.2680245
Stevens, A. M. (2022). The relationship of self-efficacy and professional development on the job satisfaction of prekindergarten teachers. Doctoral Dissertations and Projects. 3576. https://digitalcommons.liberty.edu/doctoral/3576
Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97. https://doi.org/10.1080/00131911.2019.1705247
Troeschi L.M. & Bauer, C.E. (2017). Second career teachers: job satisfaction, job stress, and the role of self-efficacy. Teaching and Teacher Education, 67, 389-398. https://doi.org/10.1016/j.tate.2017.07.006
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
Tsui, A. S., & Schriesheim, C. A. (1980). Exploring individual and organizational boundaries: A Tavistock open systems approach. Academy of Management Review, 5(3), 465–475. https://doi.org/10.2307/257444
Walker, S. D. (2017). The effects of mindfulness training on teacher perception of stress and teacher self-efficacy. Baker University.
Wang, J.W., & Derakhshan, A. (2024). Ameliorating the psychological well-being of Chinese and Iranian teachers in English classrooms: A cross-cultural analysis of the role of job satisfaction and exemplary leadership. European Journal of Education, 60(1). https://doi.org/10.1111/EJED.12877
Wang, Y., Derakhshan, A., & Solhi, M. (2025). Dispositions toward loving pedagogy, emotion regulation, and self-efficacy as predictors of EFL teachers’ work engagement: A multinational study. Language Teaching Research. https://doi.org/10.1177/13621688251353132
Xia, J., Wang, M., & Zhang, S. (2023). School culture and teacher job satisfaction in early childhood education in China: The mediating role of teaching autonomy. Asia Pacific Education Review, 24(1), 101–111. https://doi.org/10.1007/s12564-021-09734-5
Yin, P., Huang, C., Yin, X., Yang, F., Qiu, S., & Song, D. (2024). Kindergarten teachers’ mindfulness in teaching and job satisfaction: A moderated mediation model. Sage Open, 14(4). https://doi.org/10.1177/21582440241292899
Yüce, E., Kruk, M., & Derakhshan, A. (2023). Metacognitive knowledge and openness to diversity and challenge among Turkish pre-service EFL teachers: The mediating role of creative self-efficacy. Thinking Skills and Creativity, 50. https://doi.org/10.1016/j.tsc.2023.101386
Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being. Review of Educational Research, 86(4), 981–1015. https://doi.org/10.3102/0034654315626801
Zhang, H., Shi, Y., & Teng, L. S. (2024). Exploring relationships of job satisfaction and burnout with turnover intention among Chinese English language teachers. The Asia-Pacific Education Researcher, 33(3), 587–601. https://doi.org/10.1007/s40299-023-00755-9
Zhi, R., Wang, Y. X., & Derakhshan, A. (2024). On the role of academic buoyancy and self-efficacy in predicting teachers’ work engagement: A case of Chinese English as a foreign language teachers. Perceptual and Motor Skills, 131(2), 612–629. https://doi.org/10.1177/00315125231222398