School Climate and Social-Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy.

By Rebecca J. Collie, Jennifer D. Shapka, Nancy E. Perry. 2012

1,249 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b946c74cf42a1fb17f260934f654ebc1a3465c2e

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Citations in the corpus

Teacher Self-Efficacy and Collective Teacher Efficacy: Relations with Perceived Job Resources and Job Demands, Feeling of Belonging, and Teacher Engagement (2019, background): “Research evidence confirms that teacher self-efficacy is associated with teacher motivation and well-being, for instance higher levels of teacher engagement, job satisfaction, and commitment, and lower levels of burnout and motivation to leave the teaching profession (Aldridge & Fraser, 2016; Avanzi”
A climate for self-efficacy: the relationship between school climate and teacher efficacy for inclusion (2016, background): “…perceptions of the accessibility of school resource materials and collegial collaboration in helping them to respond to the challenges of inclusion (Collie, Shapka, and Perry 2012; Hoy and Woolfolk 1993; Pas, Bradshaw, and Hershfeldt 2012; Soodak, Podell, and Lehman 1998; Tschannen-Moran and Hoy…”
Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019 (2020, neutral): “School climate is another influential factor on teacher emotions (Berg & Cornell, 2016; Collie, Shapka, & Perry, 2012; Darby et al., 2011; Devos, Dupriez, & Paquay, 2012; Grayson & Alvarez, 2008; Hassard, Teoh, & Cox, 2017).”
Teacher Self-efficacy and Emotional Regulation as Predictors of Teaching Stress: An Investigation of Iranian English Language Teachers (2019, background): “Results of a study conducted by Collie et al. (2012) on 664 school teachers from British Colombia and Ontario reveled that teaching stress was linked negatively to teacher efficacy.”
Social and Emotional Learning and Teacher–Student Relationships: Preschool Teachers’ and Students’ Perceptions (2016, background): “This finding is perhaps to be explained by the positive association between teachers’ perceptions of commitment to improving SEL skills, and teacher stress related to student behavior and workload (Collie et al. 2012).”
Teachers’ well-being and job satisfaction: the important role of positive emotions in the workplace (2021, methodology): “Support for this proposition has been provided by studies showing that job-content teachers feel better (Collie, Shapka, and Perry 2012; Spilt, Koomen, and Thijs 2011) and are less likely to suffer from burnout (Skaalvik and Skaalvik 2011, 2017).”
School climate multidimensionality and measurement: a systematic literature review (2020, background): “…Van Eck et al. 2017; Zaykowski and Gunter 2012; Zullig, Huebner, and Patton 2011), others the availability of resources (Aldridge and Fraser 2016; Collie, Shapka, and Perry 2011, 2012; Liu 2012; Van Eck et al. 2017) or the sharing of resources (Hendron and Kearney 2016; Suldo et al. 2012, 2013),…”
A Systematic Review of the Effects of Schoolwide Intervention Programs on Student and Teacher Perceptions of School Climate (2020, background): “Teachers who report working in a school with a positive school climate are less likely to leave the profession and more likely to report lower stress levels, greater self-efficacy, and higher job satisfaction (Collie et al., 2012).”
Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics (2016, neutral): “…deem suitable or necessary, and helps teachers to feel that they can respond to the regularly changing classroom-or school-level demands in a way that is based upon their own volition—all of which are important for teachers’ work-related perceptions (e.g., Collie et al., 2012; Fernet et al., 2013).”