1.Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession

作　　者：Einar M. Skaalvik ;Sidsel Skaalvik

出　　处：Creative Education. 1785 ;07(13):1785-1799.doi:10.4236/ce.2016.713182

出版社：Scientific Research Publishing

文章 ID：184290465

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2.Teacher Self-Efficacy and Collective Teacher Efficacy: Relations with Perceived Job Resources and Job Demands, Feeling of Belonging, and Teacher Engagement

作　　者：Einar M. Skaalvik ;Sidsel Skaalvik

出　　处：Creative Education. 2019 ;10(7):1400-1424.doi:10.4236/ce.2019.107104

出版社：Scientific Research Publishing

文章 ID：248563908

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3.Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession

作　　者：Einar M. Skaalvik ;Sidsel Skaalvik

出　　处：Creative Education. 2016 ;07(13):1785-1799.doi:10.4236/ce.2016.713182

出版社：Scientific Research Publishing

文章 ID：204060517

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4.Job Satisfaction, Stress and Coping Strategies in the Teaching Profession—What Do Teachers Say?

作　　者：Einar Skaalvik ;Sidsel Skaalvik

出　　处：International Education Studies. 2015 ;8(3):181.doi:10.5539/ies.v8n3p181

出版社：Canadian Center of Science and Education

文章 ID：99837885

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5.Teacher Stress and Coping Strategies—The Struggle to Stay in Control

作　　者：Einar M. Skaalvik ;Sidsel Skaalvik

出　　处：Creative Education. 2021 ;12(6):1273-1295.doi:10.4236/ce.2021.126096

出版社：Scientific Research Publishing

文章 ID：1033552676

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