Organizational climate of kindergartens and teacher professional learning: mediating effect of teachers’ collective efficacy and moderating effect of mindfulness in teaching

Autor: Shuang Hao, Dongqing Yu, Lisha Fu

Publikováno v: Frontiers in Psychology, Vol 15 (2024)

IntroductionThis study was aimed at testing a moderated mediation model of teaching mindfulness and teachers’ collective efficacy in the relationships between the organizational climate of kindergartens and teacher professional learning.MethodsA sa

Externí odkaz: https://doaj.org/article/aa2442d341b24784bd421c6814d27b5c

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Mindfulness as Moderator Against Emotional Exhaustion Due to Online Teaching During COVID-19 Pandemic: An Investigation Using Job Demands-Resources Model and Conservation of Resource Theory

Autor: Chuan-Chung Hsieh, Sophia Shi-Huei Ho, Hui-Chieh Li, Jyun-Kai Liang

Publikováno v: Frontiers in Psychology, Vol 12 (2021)

On the basis of the Conservation of Resource (COR) theory and using the Job Demands-Resources (JD-R) model, this study examines the relationships among job demands and job resources of online teaching (JD-OT and JR-OT), perceived instructional effica

Externí odkaz: https://doaj.org/article/d864ebffcdeb41a9852bbea9448f235f

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Positive Characteristics in Primary School Teachers: The Interactive Roles of Psychological Capital and Mindfulness in Teaching

Autor: Meltem Aslan Gördesli, Zeynep Aydin Sunbul

Publikováno v: Volume: 8, Issue: 4 55-66
International Journal of Psychology and Educational Studies
International Journal of Psychology and Educational Studies, Vol 8, Iss 4 (2021)

The reinforcing effects of positive characteristics in maintaining teachers’ and students’ psychological health have been well documented. However, there has been very little research into the determinants of what constitutes positive characteris

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a662da007a87fe7dc3feaa3758c23177
https://doi.org/10.52380/ijpes.2021.8.4.523