نقش میانجی درگیری شغلی معلمان در رابطة توانمندی‌های شخصیتی با فرسودگی شغلی

Amini, A., & Siyyari, M. (2018). Dimensions of work engagement and teacher burnout: A study of relations among Iranian EFL teachers. Australian Journal of Teacher Education, 43(1), 78-93.

Bakker, A. B., Demerouti, E., & Sanz-Vergel, A. I. (2014). Burnout and work engagement: The JD–R approach. Annual Review of Organizational Psychology and Organizational Behavior, 1 (1), 389–411.

Berman, J. S. )2007(. Character strengths, self- schemas, and psychological well- being: A multi method approach. Doctoral Dissertation, Dallas, Texas University of Texas, South Western Medical Center at Dalls.

Capri, B. (2013). The Turkish adaptation of the burnout measure-short version (BMS) and couple burnout measure-short version (CBMS) and the relationship between career and couple burn-out based on psychoanalytic-existential perspective. Educational Sciences: Theory and Practice, 13(3), 1408-1417.

Chan, D. W. (2013). Subjective well-being of Hong Kong Chinese teachers: The contribution of gratitude, forgiveness, and the orientations to happiness. Teaching and Teacher Education, 32(1), 22-30.

Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated instruction, professional development, and teacher efficacy. Education of the Gifted, 37(2), 111–127.

Fabian, O. (2012). Are good morals often reciprocated: perceptions of organizational virtuousness and optimism as predictors of work engagement? Asian Journal of Social Science, 5(2), 75-83.

Fiorilli, C. (2015). The effect of teachers’ emotional intensity and social support on burnout syndrome; A comparison between Italy and Switzerland. Revue Europeenne de Psychologie Appliquee, 65(6), 275-283.

Goei, S. L., & Schipper, T. M. (2018). Teachers’ sense of self efficacy scale. Teachers’ opinions Experimental version 20. Lesson Study for Inclusive Teaching. Singapore: Rutledge. Educational Research, 88,109–120.

Gradisek, P. (2012). Character strengths and life satisfaction of Slovenian in-service and pre-service teachers. CEPS, 2, 167–180.

Howells, K. (2014). An exploration of the role of gratitude in enhancing teacher–student relationships. Teaching and Teacher Education, 42(6), 58-67.

Kim, S. Y., & Young, J. L. (2016). Virtues and well-being of Korean special education teachers. Special Education, 31(1), 23-38.

Klassena, R. M. (2013). Measuring teacher engagement: Development of the Engaged Teachers Scale (ETS). Frontline Learning Research, 1(2), 33-52.

Krakoff, J. B., Robert, E., &  Karen, G. (2016). Beyond a deficit model of strengths training in schools Teaching targeted strength use to gifted students. Gifted Education International, 33(2), 102 -117.

Leiter, M. P., & Maslach, C. (2017). Burnout and engagement: Contributions to a new vision.  Burnout Research, 5, 55-57.

Lim, Y. (2015). Relations between virtues and positive mental health in A Korean population: A Multiple Indicators Multiple Causes (MIMIC) model approach. International Journal of Psychology, 50(4), 272-278.

Majid, R. A., Ali, M. M., & Alias, A. (2014). Teacher Character Strengths and Talent Development. International Education Studies, 7(13), 175-183.

Maslach, C., & Jackson, S. E. (1986). The Maslach burnout inventory. Manual (2^nd ed.), Palo Alto, CA: Consulting Psychologist Press.

Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15(2), 103-111.

Maslach, C., & Schaufeli, W. B. (2017). Historical and conceptual development of burnout.

Orlando, M. (2013). Nine characteristics of a great teacher. Teaching strategies for the college classrooms. A collection of faculty articles. Retrieved from http:/www.facultyfocus.com.

Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Choice Reviews Online, 42(1), 624-642.

Pietarinen, J. (2013). Reducing teacher burnout: A socio-contextual Approach. Teaching and Teacher Education, 35(1), 62-72.

 Professional Burnout: Recent Developments in Theory and Research, 33, 1-18.

Schaufeli, B. W., & Bakker, B. A. (2003). Occupational health psychology unit. Utrecht University.

Schleicher, A. (2016). Teaching excellence through professional learning and policy reform: Lessons from around the world. Paris: International Summit on the Teacher Profession. OECD Publishing.

Seligman, M. E. P., Ernst, R. M. Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35, 293–311.

Summers, J. J., Davis, H. A., & Woolfolk, H. A. (2017). The effects of teachers’ efficacy beliefs on pupils’ perceptions of teacher relationship quality. Learning and Individual Differences, 53, 17–25.

Wan, S. W. Y. (2016). Differentiated instruction: Hong Kong prospective teachers’ teaching efficacy and beliefs. Teachers and Teaching, 22(2), 148–176.

Waters, L., Barsky, A., Ridd, A., & Allen, K. (2015). Contemplative education: A systematic, evidence-based review of the effect of meditation interventions in schools. Educational Psychology Review, 27(1), 103-134.

Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, pupil academic adjustment, and teacher well-being. A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015.