Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.11861/10569
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dc.contributor.authorDr. HARRISON Mark G.en_US
dc.contributor.authorWang, Yien_US
dc.contributor.authorCheng, Anna S.en_US
dc.contributor.authorTam, Chloe Ka Yien_US
dc.contributor.authorPan, Yi-Lingen_US
dc.contributor.authorKing, Ronnel B.en_US
dc.date.accessioned2024-10-31T01:16:42Z-
dc.date.available2024-10-31T01:16:42Z-
dc.date.issued2025-
dc.identifier.citationTeaching and Teacher Education, Jan. 2025, vol. 153, article no. 104819.en_US
dc.identifier.issn0742-051X-
dc.identifier.issn1879-2480-
dc.identifier.urihttp://hdl.handle.net/20.500.11861/10569-
dc.description.abstractWe 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.isoenen_US
dc.relation.ispartofTeaching and Teacher Educationen_US
dc.titleSchool climate and teacher wellbeing: The role of basic psychological need satisfaction in student- and school-related domainsen_US
dc.typePeer Reviewed Journal Articleen_US
dc.identifier.doi10.1016/j.tate.2024.104819-
item.fulltextNo Fulltext-
crisitem.author.deptDepartment of Counselling & Psychology-
Appears in Collections:Counselling and Psychology - Publication
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