An Ecological Examination of Teachers' Emotions in the School Context.

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How do self-efficacy, contextual variables and stressors affect teacher burnout in an EFL context? (2015, unknown): “…authority, physical environment, lack of proper equipment, student misbehaviour and level of fitness (Borg & Riding, 1991; Cano-Gracia et al., 2005; Cross & Hong, 2012; Devos, Dupriez, & Paquay, 2012; Dick & Wagner, 2001; Fernet, Guay, Senécal, & Austin, 2012; Grayson & Alvarez, 2008; Locke, 1969;…”
Researching Race Within Educational Psychology Contexts (2014, background): “In fact, there has been work in related fields such as math education (e.g., Cross & Hong, 2012), social studies education (e.g., Dixson, 2003), language education (e.g., Lee, 1995), social foundations of education (e.g., Alridge, 2008), social psychology (e.g., Steele, 1997), and the learning…”
Ecological influences on teachers’ well-being and “fitness” (2015, background): “This supports Cross & Hong (2012) in describing how changes within the macrosystem tend to significantly impact at the other environmental levels.”
An emotion focused approach in predicting teacher burnout and job satisfaction (2020, background): “Moreover, environmental factors related to the workplace, such as sharing work with colleagues, administrators’ leadership style (Korkmaz, 2005), education reforms and time pressure (Cross & Hong, 2012; Grayson& Alvarez, 2008; Skaalvik & Skaalvik, 2010) may contribute to the formation of burnout.”