Allan, S., & Gilbert, P. (1997). Submissive behavior and psychopathology. British Journal of Clinical Psychology, 36, 467–488. https://doi.org/10.1111/j.20448260.1997.tb01255.x.
Bakker, A. B., Albrecht, S. L., & Leiter, M. P. (2011). Key questions regarding work engagement. European Journal of Work and Organizational Psychology, 20, 4–28. https://doi.org/10.1080/1359432X.2010.485352.
Bakker, A. B., & Bal, P. M. (2010). Weekly work engagement and performance: A study among starting teachers. Journal of Occupational and Organizational Psychology, 83, 189–206. https://doi.org/10.1348/096317909X402596.
Bakker, A. B., & Demerouti, E. (2006). The job demands–resources model: State of the art. Journal of Managerial Psychology, 22, 309–328. https://doi.org/10.1108/02683940710733115.
Bakker, A. B., & Demerouti, E. (2014). Job demands–resources theory. In P. Y. Chen & C. L. Cooper (Eds.), Wellbeing: A complete reference guide, volume III, work and wellbeing (pp. 37–64). Chichester: Wiley.
Bakker, A. B., Demerouti, E., de Boer, E., & Schaufeli, W. B. (2003). Job demands and job resources as predictors of absence duration and frequency. Journal of Vocational Behavior, 62, 341–356. https://doi.org/10.1016/S0001-8791(02)00030-1.
Betoret, F. D. (2006). Stressors, self-efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational Psychology, 26, 519–539. https://doi.org/10.1080/01443410500342492.
Betoret, F. D. (2009). Self-efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: A structural equation approach. Educational Psychology, 29, 45–68. https://doi.org/10.1080/01443410802459234.
Betoret, F. D., & Artiga, A. G. (2010). Barriers perceived by teachers at work, coping strategies, self-efficacy and burnout. The Spanish Journal of Psychology, 13, 637–654. https://doi.org/10.1017/S1138741600002316.
Bosma, H., Peter, R., Siegrist, J., & Marmot, M. (1998). Two alternative job stress models and the risk of coronary heart disease. American Journal of Public Health, 88, 68–74. https://doi.org/10.2105/AJPH.88.1.68.
Boyd, C. M., Bakker, A. B., Pignata, S., Wineffield, A. H., Gillespie, N., & Stough, C. (2011). A longitudinal test of the job demands–resources model among Australian university academics. Applied Psychology: An International Review, 60, 112–140. https://doi.org/10.1111/j.1464-0597.2010.004429.x.
Buchanan, J. (2010). May I be excused? Why teachers leave the profession. Asia Pacific Journal of Education, 30, 199–211. https://doi.org/10.1080/02188791003721952.
Byrne, B. M. (2001). Structural equation modelling with AMOS. Basic concepts, applications, and programming. Mahwah, NJ: Lawrence Erlbaum Ass.
Chan, D. (2002). Stress, self-efficacy, social support, and psychological distress among prospective teachers in Hong Kong. Educational Psychology, 22, 557–570. https://doi.org/10.1080/0144341022000023635.
Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21, 193–218. https://doi.org/10.1007/s10648-009-9106-y.
Collie, R. J., & Martin, A. J. (2017). Teachers’ sense of adaptability: Examining links with perceived autonomy support, teachers’ psychological functioning, and students’ numeracy achievement. Teaching and Teacher Education, 55, 29–39. https://doi.org/10.1016/j.lindif.2017.03003.
Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104, 1189–1204. https://doi.org/10.1037/a0029356.
Deci, E. L., & Ryan, R. M. (2000). The “what and “why” of goal pursuits. Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268.
Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands–resources model of burnout. Journal of Applied Psychology, 86, 499–512. https://doi.org/10.1037//0021-9010.86.3.499.
Desrumaux, P., Lapointe, D., Ntsame Sima, M., Boudrais, J.-S., Savoie, A., & Brunet, L. (2015). The impact of work demands, climate, and optimism on wellbeing and distress at work: What are the mediating effects of basic psychological need satisfaction? Revue européenne de spychologie appliquée, 65, 179–188. https://doi.org/10.1016/j.erap.2015.06.003.
Fernet, C., Austin, S., Trépanier, S.-G., & Dussault, M. (2013). How do job characteristics constibute to burnout? Exploring the distinct mediating roles of perceived autonomy, competence, and relatedness. European Journal of Work and Organizational Psychology, 22, 123–137. https://doi.org/10.1080/1359432X.2011.632161.
Fernet, C., Guay, F., Senécal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28, 514–525. https://doi.org/10.1016/j.tate.2011.11.013.
Friedman, I. A. (1995). Student behavior patterns contributing to teacher burnout. Journal of Educational Research, 88, 281–333. https://doi.org/10.1080/00220671.1995.9941312.
Guarino, C. M., Santibañez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76, 173–208. https://doi.org/10.3102/00346543076002173.
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, 495–513. https://doi.org/10.1016/j.jsp.2005.11.001.
Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. Milton Keynes: Open University Press.
Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26, 1530–1543. https://doi.org/10.1016/j.tate.2010.06.003.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6, 1–55. https://doi.org/10.1080/10705519909540118.
Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38, 499–534. https://doi.org/10.3102/00028312038003499.
Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P., & Millet, C. (2005). The experience of work-related stress across occupations. Journal of Managerial Psychology, 20, 178–187. https://doi.org/10.1108/02683940510579803.
Klassen, R., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102, 741–756. https://doi.org/10.1037/a0019237.
Klassen, R., Wilson, E., Siu, A. F. Y., Hannok, W., Wong, M. W., Wongsri, N., et al. (2013). Preservice teachers’ work stress, self-efficacy, and occupational commitment in four countries. European Journal of Psychology of Education, 28, 1289–1309. https://doi.org/10.1007/s10212-012-0166-x.
Köber, T., Risberg, T., & Texmon, T. (2005). Hvor jobber førskolelærere og lærere? In Utdanning (pp. 232–253). Oslo: Statistics Norway.
Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77, 229–243. https://doi.org/10.1348/000709905X90344.
Kyriacou, C. (1987). Teacher stress and burnout: An international review. Educational Research, 29, 146–152. https://doi.org/10.1080/0013188870290207.
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53, 27–35. https://doi.org/10.1080/00131910120033628.
Kyriacou, D., & Sutcliffe, J. (1979). A note on teacher stress and locus of control. Journal of Occupational Psychology, 52, 227–228. https://doi.org/10.1111/j.2044-8325.1979.tb00456.x.
Leung, D. Y. P., & Lee, W. W. S. (2006). Predicting intention to quit among Chinese teachers: Differential predictability of the component of burnout. Anxiety, Stress, & Coping, 19, 129–141. https://doi.org/10.1080/10615800600565476.
Lindqvist, P., & Nordänger, U. K. (2006). Who dares to disconnect in the age of uncertainty? Teachers’ recesses and “off-the-clock” work. Teachers and Teaching: Theory and Practice, 12, 623–637.
Liu, S., & Onwuegbuzie, A. J. (2012). Chinese teachers’ work stress and their turnover intention. International Journal of Educational Research, 53, 160–170. https://doi.org/10.1016/j.ijer.2012.03.006.
Lundberg, U. (2003). Psychological stress and musculoskeletal disorders: Psychobiological mechanisms. Lack of rest and recovery greater problem than workload. Lakartidningen, 100(21), 1892–1895.
Mahoney, J. L., Schweder, A. E., & Stattin, H. (2002). Structured after-school activities as a moderator of depressed mood for adolescents with detached relations to their parents. Journal of Community Psychology, 30, 69–86. https://doi.org/10.1002/jcop.1051.
Maslach, C. (2003). Job burnout: New directions in research and intervention. Current Directions in Psychological Science, 12, 189–192. https://doi.org/10.1111/1467-8721.01258.
Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). Maslach burnout inventory manual (3rd ed.). Mountain View, CA: CPP Inc.
McDonald, D. (1999). Teacher attrition: A review of literature. Teaching and Teacher Education, 15, 835–848. https://doi.org/10.1016/S0742-051X(99)00031-1.
Montgomery, C., & Rupp, A. A. (2005). Meta-analysis for exploring the diversity causes and effects of stress in teachers. Canadian Journal of Education, 28, 458–486. https://doi.org/10.2307/4126479.
Pines, A., & Aronson, E. (1988). Career burnout. causes and cures. New York: The Free Press.
Ritvanen, T., Louhevaara, V., Helin, P., Väisänen, S., & Hänninen, O. (2006). Responses of the automatic nervous system during periods of high and low work stress in younger and older female teachers. Applied Ergometrics, 37, 311–318. https://doi.org/10.1016/j.apergo.2005.06.013.
Rosenberg, M. (1977). Contextual dissonance effects: Nature and causes. Psychiatry, 40, 205–217.
Rosenberg, M. (1979). Conceiving the self. New York: Basic Books.
Sahlberg, P. (2010). Rethinking accountability in a knowledge society. Journal of Educational Change, 11, 45–61. https://doi.org/10.1007/s10833-008-9098-2.
Schaufeli, W. B., & Bakker, A. B. (2010). Defining and measuring work engagement. In A. Bakker & P. Leiter (Eds.), Work engagement. A handbook of essential theory and research (pp. 10–24). New York: Psychology Press.
Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). The measurement of work engagement with a short questionnaire. A cross-national study. Educational and Psychological Measurement, 66, 701–716. https://doi.org/10.1177/0013164405282471.
Schwarzer, R., Schmitz, G. S., & Tang, C. (2000). Teacher burnout in Hong Kong and Germany: A cross-cultural validation of the Maslach burnout inventory. Anxiety, Stress, & Coping, 13, 309–323. https://doi.org/10.1080/10615800701217878.
Scott, C., Stone, B., & Dinham, S. (2001). I love teaching but…. International patterns of teaching discontent. Education Policy Analysis Archives, 9(28), 1–16.
Shen, X., Yang, Y.-L., Wang, Y., Liu, L., Wang, S., & Wang, L. (2014). The association between occupational stress and depressive symptoms and the mediating role of psychological capital among Chinese university teachers: A cross-sectional study. BMC Psychiatry, 14, 329. https://doi.org/10.1186/s12888-014-0329-1.
Shernoff, E. S., Mehta, T. G., Atkins, M. S., Torf, R., & Spencer, J. (2011). A qualitative study of the sources and impact of stress among urban teachers. School Mental Health, 3, 59–69. https://doi.org/10.1007/s12310-011-9051-z.
Simbula, S., Guglielmi, D., & Schaufeli, W. B. (2011). A three-wave study of job resources, self-efficacy, and work engagement among Italian schoolteachers. European Journal of Work and Organizational Psychology, 20, 285–304. https://doi.org/10.1080/13594320903513916.
Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25, 518–524. https://doi.org/10.1016/j.tate.2008.12.006.
Skaalvik, E. M., & Skaalvik, S. (2011a). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27, 1029–1038. https://doi.org/10.1016/j.tate.2011.04.001.
Skaalvik, E. M., & Skaalvik, S. (2011b). Teachers’ feeling of belonging, exhaustion, and job satisfaction: The role of goal structure and value consonance. Anxiety, Stress, & Coping: An International Journal, 24, 369–385. https://doi.org/10.1080/10615806.2010.544300.
Skaalvik, E. M., & Skaalvik, S. (2015). Job satisfaction, stress and coping strategies in the teaching profession—What do teachers say? International Education Studies, 8(3), 181–192. https://doi.org/10.5539/ies.v8n3p181.
Skaalvik, E. M., & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7, 1785–1799. https://doi.org/10.4236/ce.2016.713182.
Skaalvik, E. M., & Skaalvik, S. (2017a). Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school. Social Psychology of Education, 20, 15–37. https://doi.org/10.1007/s11218-016-9363-9.
Skaalvik, E. M., & Skaalvik, S. (2017b). Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction, and emotional exhaustion. Teaching and Teacher Education, 67, 152–160. https://doi.org/10.1016/j.tate.2017.06.006.
Skaalvik, E. M., & Skaalvik, S. (2017c). Dimensions of teacher burnout: Relations with potential stressors at school. Social Psychology of Education, 20, 775–790. https://doi.org/10.1007/s11218-9391-0.
Skaalvik, E. M., & Skaalvik, S. (2017d). Teacher stress and teacher self-efficacy: Relations and consequences. In T. M. McIntyre, S. E. McIntyre, & D. J. Francis (Eds.), Educator stress: An occupational health perspective (pp. 101–125). Cham: Springer. ISBN 978-3-319-53053-6.
Smithers, A., & Robinson, P. (2003). Factors affecting teachers’ decisions to leave the profession. Liverpool, England: University of Liverpool, Centre for Education and Employment Research, Department for Education and Skills, Research Report RR430. http://dera.ioe.ac.uk/4759/1/RR430.pdf. Accessed June 2003.
Stoeber, J., & Rennert, D. (2008). Perfectionism in school teachers: Relations with stress appraisals, coping styles, and burnout. Anxiety, Stress, & Coping, 21, 37–53. https://doi.org/10.1080/10615800701742461.
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Boston: Pearson/Allyn and Bacon.
Watt, H. M. G., & Richardson, P. W. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction, 18, 408–428. https://doi.org/10.1016/j.learninstruc.2008.06.002.
Weiss, E. M. (1999). Perceived workplace conditions and first-year teachers’ morale, career choice commitment, and planned retention: A secondary analysis. Teaching and Teacher Education, 15, 861–879. https://doi.org/10.1016/S0742-051X(99)00040-2.