النمذجة البنائية للفعالية الذاتية للمعلم في علاقتها بالحماس للعمل والذکاء الانفعالي والرضا الوظيفي والهناء النفسي

تامر شوقي إبراهيم (2016). الرضا الوظيفي لدى المعلمين وعلاقته بکل من التدفق النفسي في التدريس وبعض المتغيرات الديموجرافية. مجلة جامعة عين شمس للقياس والتقويم، 6(12)، 96-199.

حنان السيد عبدالقادر زيدان (2010). الکفاءة الذاتية للمعلم في علاقتها بالتقدم العلمي لطلابه. رابطة الإخصائيين النفسيين المصرية (رانم)، 20(1)، 145-168.

عبدالله محمد أبو تينة، هدى أحمد الخلايلة (2011). الفاعلية الذاتية لمعلمي محافظة الزرقاء ومعلماتها وعلاقتها بالممارسات القيادية لمديريهم. دراسات العلوم التربوية، 38(1)، 222-237.

مايا إبراهيم برکات (2007). تقويم الکفاءة الذاتية للمعلم وعلاقتها بإدارة الفصل والاحتراق النفسي. رسالة ماجستير غير منشورة، معهد الدراسات والبحوث التربوية-جامعة القاهرة.

محمود سعيد عطية إبراهيم (2018). نموذج بنائي للشفقة بالذات وعلاقتها ببعض المتغيرات النفسية لدى طلاب الجامعة. رسالة دکتوراة غير منشورة، کلية التربية-جامعة عين شمس.  

Aldhafri, S. (2016). Theoretical and Psychometric Review of Arabic Teachers’ Self-Efficacy Beliefs Research. In R. B. King & A. B. I. Bernardo (Eds.), The Psychology of Asian Learners (pp. 139-155): Springer Singapore.

Alrajhi, M., Aldhafri, S., Alkharusi, H., Albusaidi, S., Alkharusi, B., Ambusaidi, A., & Alhosni, K. (2017). The predictive effects of math teachers' emotional intelligence on their perceived self-efficacy beliefs. Teaching and Teacher Education: An International Journal of Research and Studies, 67(1), 378-388. doi:10.1016/j.tate.2017.07.003

Amirian, S. M. R., & Behshad, A. (2016). Emotional intelligence and self-efficacy of Iranian teachers: A research study on university degree and teaching experience. Journal of Language Teaching and research, 7(3), 548. doi:10.17507/jltr.0703.16

Avanzi, L., Miglioretti, M., Velasco, V., Balducci, C., Vecchio, L., Fraccaroli, F., & Skaalvik, E. M. (2013). Cross-validation of the norwegian teacher's self-efficacy scale (NTSES). Teaching and Teacher Education, 31, 69-78. doi:10.1016/j.tate.2013.01.002

AYTAÇ, T. (2015). The Relationship between the Talent Management Leadership of School Administrators and the Job Satisfaction of Teachers. In I. Koleva, R. Efe, Z. B. Kostova, & E. Atasoy (Eds.), Education in the 21st Century: Theory and Practice (pp. 427-435): ST. KLIMENT OHRIDSKI UNIVERSITY PRESS.

Badura, A. (1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.), self-efficiency in changing society (pp. 1-45). New York: CAMBRIDGE UNIVERSITY PRESS.

Badura, A. (1997). Self-efficacy: The Exercise of Control. New York: W. H. Freeman/Times Books/ Henry Holt & Co.                                        

Bar-On, R. (1997). The emotional quotient inventory (EQ-i): Technical manual. Multi-Health Systems, Toronto, Canada.

Barari, R., & Barari, E. (2015). Mediating role of teachers self-efficacy in the relationship between primary teachers emotional intelligence and job burnout in Babol City. International Journal of Management, Accounting and Economics, 2(1), 46-63.

Cansoy, R., Parlar, H., & Türkoğlu, M. E. (2020). A predictor of teachers’ psychological well-being: teacher self-efficacy. International Online Journal of Educational Sciences, 12 (4), 41-55.  doi:10.15345/iojes.2020.04.003

Cansoy, R., Polatcan, M., & Parlar, H. (2018). Research on Teacher Self-Efficacy in Turkey: 2000-2017. World Journal of Education, 8(4), 133-145. doi:10.5430/wje.v8n4p133

Chang, Y.-L. (2015). Examining Relationships among Elementary Mathematics Teachers' Efficacy and Their Students' Mathematics Self-Efficacy and Achievement. Eurasia Journal of Mathematics, Science & Technology Education, 11(6), 1307-1320. doi:10.12973/eurasia.2015.1387a

Chen, F. F., Jing, Y., Hayes, A., & Lee, J. M. (2013). Two concepts or two approaches? A bifactor analysis of psychological and subjective well-being. Journal of Happiness studies, 14(3), 1033-1068. doi:10.1007/s10902-012-9367-x

Cheung, S. K., Fong, R. W.-t., Leung, S. K. Y., & Ling, E. K.-w. (2019). The Roles of Hong Kong Preservice Early Childhood Teachers’ Creativity and Zest in Their Self-efficacy in Creating Child-centered Learning Environments. Early Education and Development, 30(6), 788-799. doi:10.1080/10409289.2019. 1586224

Chowdhury, M. R. (2020). Zest in Positive Psychology: Satisfaction in Life and Work.   Retrieved from https://positivepsychology.com/zest/

Co-operation, O. f. E., & Development. (2014). TALIS 2013 results: An international perspective on teaching and learning.   Retrieved from https://www.oecd-ilibrary.org/education/talis-2013 results_9789264196261-en

Diaconu-Gherasim, L. R., Măirean, C., & Brumariu, L. E. (2019). Quality of teachers' and peers' behaviors and achievement goals: The mediating role of self-efficacy. Learning and Individual Differences, 73, 147-156. doi:10.1016/j.lindif.2019.06.001    

Dumitrescu, A. L., Badiṭã, D., Dogaru, C. B., Toma, C., Perṭea, G., & Duṭã, C. (2014). Psychometrical properties of the Romanian version of the Schutte Emotional Intelligence Scale. Procedia-Social and Behavioral Sciences, 159, 557-560. doi:10.1016/j.sbspro.2014.12.424

Emam, M. M., & Mohamed, A. H. H. (2011). Preschool and primary school teachers’ attitudes towards inclusive education in Egypt: The role of experience and self-efficacy. Procedia-Social and Behavioral Sciences, 29, 976-985. doi:10.1016/j.sbspro.2011.11.331

Emmer, E. T., & Hickman, J. (1991). Teacher efficacy in classroom management and discipline. Educational and psychological measurement, 51(3), 755-765. doi:10.1177/0013164491513027

Epps, R. B., & Foor, R. M. (2015). Relationships between teacher efficacy and job satisfaction among novice and experienced secondary agricultural educators. Career and Technical Education Research, 40(2), 125-139. doi:10.5328/cter40.2.125

Erdamar, G., & Demirel, H. (2016). Job and life satisfaction of teachers and the conflicts they experience at work and at home. Journal of Education and Training Studies, 4(6), 164-175. doi:10.11114/jets.v4i6.1502

Frazier, R., Bendixen, L. D., & Hoskins, W. J. (2019). EXPLORING THE ROLE OF SELF-EFFICACY IN PROSPECTIVE TEACHERS'CAREER DECISION-MAKING. Journal of Ethnographic & Qualitative Research, 13(4), 261-271.

Gaskin, J. & Lim, J. (2016), "Model Fit Measures", AMOS Plugin. Gaskination'sStatWiki

Getahun, T., Tefera, B. F., & Burichew, A. H. (2016). Teacher's Job Satisfaction And Its Relationship With Organizational Commitment In Ethiopian Primary Schools: Focus On Primary Schools Of Bonga Town. European Scientific Journal, 12(13), 380-401. doi:10.19044/esj.2016.v12n13p380

Gignac, G. E., Palmer, B. R., Manocha, R., & Stough, C. (2005). An examination of the factor structure of the Schutte self-report emotional intelligence (SSREI) scale via confirmatory factor analysis. Personality and Individual Differences, 39(6), 1029-1042. doi:10.1016/j.paid.2005.03.014

Gong, X., & Paulson, S. E. (2018). Validation of the Schutte self-report emotional intelligence scale with American college students. Journal of Psychoeducational Assessment, 36(2), 175-181. doi:10.1177/0734282916669245

Granziera, H., & Perera, H. N. (2019). Relations among teachers’ self-efficacy beliefs, engagement, and work satisfaction: A social cognitive view. Contemporary Educational Psychology, 58, 75-84. doi: 10.1016/j.cedpsych.2019.02.003

Guoliang, Y., Tao, X., & Jiliang, S. (1995). TEACHER'S SENSE OF TEACHING EFFICACY: ITS STRUCTURE AND INFLUENCING FACTORS. Acta Psychologica Sinica, 27(02), 159.

Hidalgo, J. L.-T., Bravo, B. N., Martínez, I. P., Pretel, F. A., Postigo, J., & Rabadán, F. E. (2010). Psychological well-being, assessment tools and related factors. In I. E. WELLS (Ed.), Psychological well being (pp. 77-113). New York: Nova Science Publishers, Inc.

Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3), 774. doi:10.1037/a0032198

Hoy, W. K., & Tarter, C. J. (2011). Positive psychology and educational administration: An optimistic research agenda. Educational Administration Quarterly, 47(3), 427-445. doi:10.1177/0013161X10396930

Ilgan, A., Parylo, O., & Sungu, H. (2015). Predicting Teacher Job Satisfaction Based on Principals' Instructional Supervision Behaviours: A Study of Turkish Teachers. Irish Educational Studies, 34(1), 69-88. doi:10.1080/03323315.2015.1005393

Iordanoglou, D. (2007). The teacher as leader: The relationship between emotional intelligence and leadership effectiveness, commitment, and satisfaction. Journal of Leadership Studies, 1(3), 57-66. doi:10.1002/jls.20025

Jerusalem, M., & Schwarzer, R. (1992). Self-efficacy as a resource factor in stress appraisal processes. In R. Schwarzer (Ed.), Self-efficacy: Thought control of action (pp. 195–213).

Jiang, Y. (2017). A study on professional development of teachers of English as a foreign language in institutions of higher education in Western China. Verlag GmbH Germany: Springer.

Jonker, C. S., & Vosloo, C. (2008). The psychometric properties of the Schutte Emotional Intelligence Scale: empirical research. SA Journal of Industrial Psychology, 34(2), 21-30. doi:10.4102/sajip.v34i2.689

Josephson, M., & Vingård, E. (2007). Zest for work? Assessment of enthusiasm and satisfaction with the present work situation and health–A 1.5-year follow-up study. Work, 29(3), 225-231.

Karaçam, A. (2018). Zest for Work in Physical Education and Sport Teachers' Perceptions of Success. Asian Journal of Education and Training, 4(4), 391-395. doi:10.20448/journal.522.2018.44.391.395

Klassen, R. M., Bong, M., Usher, E. L., Chong, W. H., Huan, V. S., Wong, I. Y., & Georgiou, T. (2009). Exploring the validity of a teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology, 34(1), 67-76. doi:10.1016/j.cedpsych.2008.08.001

Klassen, R. M., & Chiu, M. M. (2010). Effects on Teachers' Self-Efficacy and Job Satisfaction: Teacher Gender, Years of Experience, and Job Stress. Journal of Educational Psychology, 102(3), 741-756. doi:10.1037/a0019237

Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), 114-129. doi:10.1016/j.cedpsych.2011.01.002

Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12(1), 59-76. doi:10.1016/j.edurev.2014.06.001

Liang, W., Song, H., & Sun, R. (2020). Can a professional learning community facilitate teacher well-being in China? The mediating role of teaching self-efficacy. Educational Studies, 1-20. doi:10.1080/03055698.2020.1755953

Lipińska-Grobelny, A., & Narska, M. (2021). Self-efficacy and psychological well-being of teachers. e-mentor, 3(90), 4-10. doi:10.15219/em90.1517

Liu, S., Xu, X., & Stronge, J. (2018). The influences of teachers’ perceptions of using student achievement data in evaluation and their self-efficacy on job satisfaction: evidence from China. Asia Pacific Education Review, 19(4), 493-509. doi:10.1007/s12564-018-9552-7

Lopes, J., & Oliveira, C. (2020). Teacher and school determinants of teacher job satisfaction: a multilevel analysis. School Effectiveness and School Improvement, 31(4), 641-659. doi:10.1080/09243453.2020.1764593

Magyar, J. L., & Keyes, C. L. (2019). Defining, measuring, and applying subjective well-being. In M. W. Gallagher & S. J. Lopez (Eds.), Positive Psychological Assessment A Handbook of Models and Measures (2 ed., pp. 389-415). Washington: American Psychological Association.

Malinen, O.-P., Savolainen, H., Engelbrecht, P., Xu, J., Nel, M., Nel, N., & Tlale, D. (2013). Exploring teacher self-efficacy for inclusive practices in three diverse countries. Teaching and Teacher Education, 33, 34-44. doi:10.1016/j.tate.2013.02.004

Martínez-Monteagudo, M. C., Inglés, C. J., Granados, L., Aparisi, D., & García-Fernández, J. M. (2019). Trait emotional intelligence profiles, burnout, anxiety, depression, and stress in secondary education teachers. Personality and Individual Differences, 142, 53-61. doi:10.1016/j.paid.2019.01.036

McCormick, J., & Ayres, P. L. (2009). Teacher self‐efficacy and occupational stress: A major Australian curriculum reform revisited. Journal of educational administration, 47(4), 463-476. doi:10.1108/09578230910967446

Mehta, A. (2013). A study of how emotional intelligence reduces occupational stress among teachers. International Monthly Refereed Journal of Research in Management and Technology, 2, 19-28.

Moè, A., Pazzaglia, F., & Ronconi, L. (2010). When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching. Teaching and Teacher Education, 26(5), 1145-1153. doi:10.1016/j.tate.2010.02.010

Mu, H. H., Wang, M., Liu, H. Y., & Hu, Y. M. (2016). Influential factors of China’s elementary school teachers’ job satisfaction. In L. A. v. d. Ark, D. M. Bolt, W. C. Wang, J. A. Douglas, & M. Wiberg (Eds.), Quantitative Psychology Research (pp. 339-361): Springer.

Naeem, N., & Muijtjens, A. (2015). Validity and reliability of bilingual English-Arabic version of Schutte self report emotional intelligence scale in an undergraduate Arab medical student sample. Medical teacher, 37(sup1), S20-S26. doi:10.3109/0142159X.2015.1006605

Nagy, M. S. (2002). Using a single‐item approach to measure facet job satisfaction. Journal of occupational and organizational psychology, 75(1), 77-86. doi:10.1348/096317902167658

Nathaniel, P., Sandilos, L. E., Pendergast, L., & Mankin, A. (2016). Teacher stress, teaching-efficacy, and job satisfaction in response to test-based educational accountability policies. Learning and Individual Differences, 50, 308-317. doi:10.1016/j.lindif.2016.08.001

Ng, K.-M., Wang, C., Kim, D.-H., & Bodenhorn, N. (2010). Factor structure analysis of the Schutte Self-Report Emotional Intelligence Scale on international students. Educational and psychological measurement, 70(4), 695-709. doi:10.1177/0013164409355691

Özü, Ö., Zepeda, S., Ilgan, A., Jimenez, A. M., Ata, A., & Akram, M. (2017). Teachers’ psychological well-being: a comparison among teachers in USA, Turkey and Pakistan. International journal of mental health promotion, 19(3), 144-158. doi:10.1080/14623730.2017.1326397

Perera, H. N., Calkins, C., & Part, R. (2019). Teacher self-efficacy profiles: Determinants, outcomes, and generalizability across teaching level. Contemporary Educational Psychology, 58, 186-203. doi:10.1016/j.cedpsych.2019.02.006

Peterson, C., Park, N., Hall, N., & Seligman, M. E. (2009). Zest and work. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 30(2), 161-172. doi:10.1002/job.584

Peterson, C., & Seligman, M. E. (2004). Character strengths and virtues: A handbook and classification. Oxford University Press.

Petrides, K. V., & Furnham, A. (2003). Trait emotional intelligence: Behavioural validation in two studies of emotion recognition and reactivity to mood induction. European journal of personality, 17(1), 39-57. doi:10.1002/per.466

Qualter, P., Ireland, J., & Gardner, K. (2010). Exploratory and confirmatory factor analysis of the Schutte Self‐Report Emotional Intelligence Scale (SSREI) in a sample of male offenders. The British Journal of Forensic Practice. doi:10.5042/bjfp.2010.0185

Rastegar, M., & Memarpour, S. (2009). The relationship between emotional intelligence and self-efficacy among Iranian EFL teachers. System, 37(4), 700-707. doi:10.1016/j.system.2009.09.013

Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of personality and social psychology, 57(6), 1069. doi:10.1037/0022-3514.57.6.1069

Ryff, C. D., & Singer, B. H. (2006). Best news yet on the six-factor model of well-being. Social science research, 35(4), 1103-1119. doi:10.1016/j.ssresearch.2006.01.002

Sahin, H. (2017). Emotional Intelligence and Self-Esteem as Predictors of Teacher Self-Efficacy. Educational Research and Reviews, 12(22), 1107-1111. doi:10.5897/ERR2017.3385

Salimirad, F., & Srimathi, N. (2016). The relationship between, psychological well-being and occupational self-efficacy among teachers in the city of Mysore, India. The International Journal of Indian Psychology, 3(2), 14-21. doi:10.25215/0302.037

Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, cognition and personality, 9(3), 185-211. doi:10.2190/DUGG-P24E-52WK-6CDG

Saracaloğlu, A. S., & Dinçer, I. B. (2009). A study on correlation between self-efficacy and academic motivation of prospective teachers. Procedia-Social and Behavioral Sciences, 1(1), 320-325. doi:10.1016/j.sbspro.2009.01.060

Schunk, D. H. (1984). Enhancing self-efficacy and achievement through rewards and goals: Motivational and informational effects. The Journal of Educational Research, 78(1), 29-34. doi:10.1207/s15326985ep2501_6

Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25(2), 167-177. doi:10.1016/S0191-8869(98)00001-4

Schwarzer, R., & Hallum, S. (2008). Perceived teacher self‐efficacy as a predictor of job stress and burnout: Mediation analyses. Applied Psychology, 57, 152-171. doi:10.1111/j.1464-0597.2008.00359.x

Sezgin, F., & Erdogan, O. (2015). Academic Optimism, Hope and Zest for Work as Predictors of Teacher Self-Efficacy and Perceived Success. Educational Sciences: Theory and Practice, 15(1), 7-19. doi:10.12738/estp.2015.1.2338

Shahnawaz, M., & Jafri, M. H. (2009). Job attitudes as predictor of employee turnover among stayers and leavers/hoppers. Journal of Management Research, 9(3), 159-166.

Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68-77. doi:10.2466/14.02.PR0.114k14w0

Soni, P., & Bakhru, K. M. (2019). A review on teachers eudaemonic well-being and innovative behaviour: exploring the importance of personality, work-life balance, self-efficacy and demographic variables. International Journal of Learning and Change, 11(2), 169-189. doi:10.1504/IJLC.2019.101661

Stajkovic, A. D., & Luthans, F. (2002). Social cognitive theory and self-efficacy: Implications for motivation theory and practice. In R. M. Steers, L. W. Porter, & G. A. Bigley (Eds.), Motivation and Work Behavior (7^th ed., pp. 126-140). NY, McGraw-Hill.

Sun, A., & Xia, J. (2018). Teacher-perceived distributed leadership, teacher self-efficacy and job satisfaction: A multilevel SEM approach using the 2013 TALIS data. International Journal of Educational Research, 92, 86-97. doi:10.1016/j.ijer.2018.09.006

Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7),783-805. doi:10.1016/S0742-051X(01)00036-1

Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational research, 68(2), 202-248. doi:10.3102/00346543068002202

Valente, S., & Lourenço, A. A. (2020). Questionário de inteligência emocional do professor: adaptação e validação do “Emotional Skills and Competence Questionnaire”. Revista de Estudios e Investigación en Psicología y Educación, 7(1), 12-24. doi:10.17979/reipe.2020.7.1.5480

Valente, S., Veiga-Branco, A., Rebelo, H., Lourenço, A. A., & Cristóvão, A. M. (2020). The relationship between emotional intelligence ability and teacher efficacy. Universal Journal of Educational Research, 3(8), 916-923. doi:10.13189/ujer.2020.080324

Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130. doi:10.1016/j.tate.2014.12.005

Wang, K., Li, Y., Luo, W., & Zhang, S. (2020). Selected factors contributing to teacher job satisfaction: A quantitative investigation using 2013 TALIS data. Leadership and Policy in Schools, 19(3), 512-532. doi:10.1080/15700763.2019.1586963

Weiss, H. M. (2002). Deconstructing job satisfaction: Separating evaluations, beliefs and affective experiences. Human resource management review, 12(2), 173-194. doi:10.1016/S1053-4822(02)00045-1

Wrzesniewski, A., McCauley, C., Rozin, P., & Schwartz, B. (1997). Jobs, careers, and callings: People's relations to their work. Journal of research in personality, 31(1), 21-33. doi:10.1006/jrpe.1997.2162

Wu, Y., Lian, K., Hong, P., Liu, S., Lin, R.-M., & Lian, R. (2019). Teachers' emotional intelligence and self-efficacy: Mediating role of teaching performance. Social Behavior and Personality: an international journal, 47(3), 1-10. doi:10.2224/sbp.7869

Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational research, 86(4), 981-1015. doi:10.3102/0034654315626801

Zee, M., Koomen, H. M., Jellesma, F. C., Geerlings, J., & de Jong, P. F. (2016). Inter-and intra-individual differences in teachers' self-efficacy: A multilevel factor exploration. Journal of School Psychology, 100(55), 39-56. doi:10.1016/j.jsp.2015.12.003