Teachers' sense of adaptability: Examining links with perceived autonomy support, teachers' psychological functioning, and students' numeracy achievement

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Job satisfaction of teachers and their principals in relation to climate and student achievement. (2020, background): “…effects of principals’ transformational leadership styles, which are positively related to higher principal job satisfaction (Barry, 2002) and teachers’ well-being (including job satisfaction; e.g., Aydin, Sarier, & Uysal, 2013; Collie & Martin, 2017; Littrell et al., 1994; Orphanos & Orr, 2014).”
Understanding Teacher Wellbeing Through Job Demands-Resources Theory (2020, background): “…equation modelling has shown perceived autonomy support to be positively and directly associated with adaptability, engagement, and organisational commitment, and negatively associated with exhaustion and disengagement (Collie and Martin 2017; Collie et al. 2018; Skaalvik and Skaalvik 2018).”
Supporting Teachers in Times of Change: The Job Demands- Resources Model and Teacher Burnout During the COVID-19 Pandemic (2020, background): “Thus, “properties of the work situation” such as support from the school principal (Collie & Martin, 2017), peer support (Collie & Martin, 2017), and professional development (Boldrini et al., 2019) on both teaching methods and technology are examined to determine their relationship to the stages…”