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.
2020
אבו עג'אג', א' א', ואבו סעד, א' (2020). חוויות ותחושות של פרחי הוראה מהחברה הערבית הבדואית בתוכנית "אקדמיה-כיתה". כעת, ה, 164–185.
2023
Abu Mukh, Y., Tarteer, S., AL-Qasim, M., Saqer, K., & Daher, W. (2023). Using gamification to motivate students with simple-moderate intellectual disabilities. European Journal of Educational Research, 12(2), 639-647.
2015
Topkin, B., Roman, N. V., & Mwaba, K. (2015). Attention Deficit Disorder (ADHD): Primary school teachers’ knowledge of symptoms, treatment and managing classroom behaviour. South African Journal of Education, 35(2), 1-8.
2024
Makuru, L., Pato, M., & Mashauri, M. M. (2024). Time management in an EFL lesson room: An analysis of challenges faced by senior school teachers at Bunia in the Democratic Republic of the Congo. European Journal of Linguistics, 3(2), 1-14.
2024
זורדה, א' ולפידות־לפלר, נ' (2024). תפקידם של מורים בקידום מדיניות מכלילה בבית הספר בראי הייעוץ החינוכי. הייעוץ החינוכי, כו, 139–163.
2025
Baatz, J., & Wirzberger, M. (2025). Resilience as a professional competence: a new way towards healthy teachers? Social Psychology of Education, 28(56), 1-34.
2024
Glock, S., & Costa, S. (2025). Predicting Teachers' Burnout from Self-Efficacy Dimensions and Prejudice Toward Ethnic Minorities. Contemporary School Psychology, 29, 497–504.
2023
Ghafar, Z. N. (2023). The relevance of time management in academic achievement: A critical review of the literature. International Journal of Applied and Scientific Research (IJASR), 1(4), 347-358.