Please use this identifier to cite or link to this item:
http://hdl.handle.net/20.500.11861/10569
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Dr. HARRISON Mark G. | en_US |
dc.contributor.author | Wang, Yi | en_US |
dc.contributor.author | Cheng, Anna S. | en_US |
dc.contributor.author | Tam, Chloe Ka Yi | en_US |
dc.contributor.author | Pan, Yi-Ling | en_US |
dc.contributor.author | King, Ronnel B. | en_US |
dc.date.accessioned | 2024-10-31T01:16:42Z | - |
dc.date.available | 2024-10-31T01:16:42Z | - |
dc.date.issued | 2025 | - |
dc.identifier.citation | Teaching and Teacher Education, Jan. 2025, vol. 153, article no. 104819. | en_US |
dc.identifier.issn | 0742-051X | - |
dc.identifier.issn | 1879-2480 | - |
dc.identifier.uri | http://hdl.handle.net/20.500.11861/10569 | - |
dc.description.abstract | We used an explanatory sequential mixed methods design to explore the role of school climate and basic psychological needs in teacher wellbeing. In Study 1, 199 teachers were surveyed. In Study 2, which aimed to elaborate the findings of Study 1, 15 teachers were interviewed. School climate was indirectly associated with teacher wellbeing via psychological need satisfaction. Relationships with students, competency as teachers and mentors, and classroom autonomy, were the most important factors in supporting teacher wellbeing. Results of this study extend theorizing on the key roles played by the school climate and basic needs satisfaction in supporting teachers’ wellbeing. | en_US |
dc.language.iso | en | en_US |
dc.relation.ispartof | Teaching and Teacher Education | en_US |
dc.title | School climate and teacher wellbeing: The role of basic psychological need satisfaction in student- and school-related domains | en_US |
dc.type | Peer Reviewed Journal Article | en_US |
dc.identifier.doi | 10.1016/j.tate.2024.104819 | - |
item.fulltext | No Fulltext | - |
crisitem.author.dept | Department of Counselling & Psychology | - |
Appears in Collections: | Counselling and Psychology - Publication |
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