2025
Jenni, G., Wettstein, A., Schneider, I., Kühne, F., Grosse Holtforth, M., & La Marca, R. (2025). Social overload and fear of negative evaluation mediate the effect of neuroticism on classroom disruptions that predicts occupational problems in teachers over two years. Social Psychology of Education, 28, Article 60.
2011
Salami, S. O. (2011). Job stress and burnout among lecturers: Personality and social support as moderators. Asian Social Science, 7(5), 110–121.
2024
Yasin, I. R., Abdul Razak, A. Z., & Abdullah, Z. (2024). A recent systematic review of tailoring teacher autonomy through personality insights. Multidisciplinary Reviews, 7, e2024238.
2024
Einav, M., Confino, D., Geva, N., & Margalit, M. (2024). Teachers' burnout – The role of social support, gratitude, hope, entitlement and loneliness. International Journal of Applied Positive Psychology, 9, 827–849.
2020
Preechawong, S., Anmanatrakul, A., Pinit, P., & Koul, R. (2020). Teachers' characteristics, teacher burnout and motivation to leave. In The Asian Conference on Education 2020: Official Conference Proceedings. IAFOR.
2023
Agyapong, B., Brett-MacLean, P., Burback, L., Agyapong, V. I. O., & Wei, Y. (2023). Interventions to reduce stress and burnout among teachers: A scoping review. International Journal of Environmental Research and Public Health, 20(9), 5625.
2014
Diehl, L., & Carlotto, M. S. (2014). Knowledge of teachers about the burnout syndrome: Process, risk factors and consequences. Psicologia em Estudo, 19(4), 741-752.
2025
Shen, Y., & Guo, H. (2025). The roles of teacher growth mindset and resilience in predicting burnout among Chinese EFL teachers: a mediation model including teaching motivation. Humanities and Social Sciences Communications, 12, 1806.
2025
Pishghadam, R., Ebrahimi, S., & Jahani, Z. (2025). Examining the role of emo-sensory intelligence in teaching burnout, teaching interest, and teachers' success. Asian-Pacific Journal of Second and Foreign Language Education, 10(9), 1–21.
2025
Liu, M. (2025). Exploring burnout, professional identity, and psychological capital in Chinese secondary school teachers: a mixed-methods study with Critical Incident Technique. Humanities and Social Sciences Communications, 12, 1779.