Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion

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Self-efficacy, Reflection, and Burnout among Iranian EFL Teachers: The Mediating Role of Emotion Regulation (2021, background): “This finding resonates with the results of a significant body of studies highlighting the critical relationship between these variables (Fathi & Saeedian, 2020; Khani & Mirzaee, 2015; Sarıçam & Sakız, 2014; Skaalvik & Skaalvik 2014, 2017; Smetackova, 2017; Ventura et al., 2014).”
Teacher Self-Efficacy and Collective Teacher Efficacy: Relations with Perceived Job Resources and Job Demands, Feeling of Belonging, and Teacher Engagement (2019, background): “…and supportive social relations are associated with engagement, the feeling of belonging, and job satisfaction, but also with lower levels of burnout (Hakanen et al., 2006; Pines & Aronson, 1988; Simbula, Guglielmi, & Schaufeli, 2011; Skaalvik & Skaalvik, 2011a; Skaalvik & Skaalvik, 2017a).”
Job satisfaction of teachers and their principals in relation to climate and student achievement. (2020, methodology): “Based on the available literature, we included disciplinary climate and student achievement outcomes (Currall et al., 2005; Skaalvik & Skaalvik, 2011, 2017).”