Philippine E-Journals

References:

1. Abdullah, Mohamad Yahya; Hawa Mubarak Harib Al Ghafri and Khadija Saleem Hamdan Al Yahyai. (2019). A Qualitative Study on the Best Motivational Teaching Strategies in the Context of Oman: Perspectives of EFL Teachers. English Language Teaching 12 (3): 57-64.
2. Akpan, P., & Sanders, P. (2017). From shame to mindfulness and self-compassion: A teacher’s journey to greater self-efficacy. Journal of the International Society for Teacher Education. 21(2), 41-49
3. Al-Awamleh, A. (2020). The Relationship between Self-compassion and School Performance. Ann Appl Sport Sci 8(2): e823.
4. Al-Jabari, B. & Ghazzawi, I. (2019). Organizational Commitment: A Review of the Conceptual and Empirical Literature and a Research Agenda. International Leadership Journal, 11(1), 78-119
5. Alrowwad, A., Almajali, D.A., Masa’deh, R., Obeidat, B., & Aqqad, N. (2020). The role of organizational commitment in enhancing organizational effectiveness. International Business Information Management Association
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8. Barrnett, J. (2019). Aptitude, personality and motivation tests. London: Kogan Page.
9. Bassi, M., Diaz, M., Blumberg, R.L., & Reynoso, A. (2018). Failing to notice? Uneven teachers’ attention to boys and girls in the classroom. Journal of Labor Economics, 7(9)
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11. Boiarchuk, A. and Pavlushin, A. (2018). The Impacts of Teacher’s Efficacy and Work Tasks Motivation on School Performance. Journal of Technology Education, 14(6), 2353-2366
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19. Day, C. (2015). A passion for teaching. London: Routledge-Falmer.
20. Day, C., Elliot, B., & Kington, A. (2015). Reform, standards and teacher identity: Challenges of sustaining commitment. Teaching and Teacher Education, 21(5), 563-577.
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22. Dolan, S.L. et al. (2016). Psychologie du travail et des organisations. Montréal: Gaétan Morin.
23. Dorian, M., & Killebrew, J. E. (2015). A study of mindfulness and self-care: A path to self- compassion for female therapists in training. W o m e n & T h e r a p y , 3 7 ( 1 – 2 ) , 1 5 5 – 1 63 . d oi:10.1080 /02 7031 49 .201 4.85 0345
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27. Estévez, I.; Rodríguez-Llorente, C.; Piñeiro, I.; González-Suárez, R.; Valle, A. (2021). School Engagement, Academic Achievement, and Self-Regulated Learning. Sustainability 2021, 13, 3011
28. Fernet, C., Senecal, C., Guay, F., Marsh, H., & Dowson, M. (2008). The Work Tasks Motivation Scale for Teachers. Journal of Career Assessment, 16(2), 256-279. DOI:10.1177/1069072707305764
29. Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout and teaching efficacy. Journal of the International M i n d , B r a i n , and E d u c a t i o n S o c i e t y , 7 ( 3 ) , https://doi.org/10.1111/mbe.12026
30. Fong-Yee, D., & Normore, A. (2013). The impact of quality teachers on student achievement. Florida International University.
31. Fraumeni, B., & Abla, C. (2019). Student Engagement: Evidence-based strategies to boost academic and social-emotional results. McRel International.
32. Germer, C. K., & Neff, K. D. (2016). Self-compassion in clinical practice. Journal of Clinical Psychology: In Session, 69(8), 856-867. doi:10.1002/jclp.22021
33. Habib, Hadiya. (2020). Organizational Commitment among Secondary School Teachers in Relation to School Performance and Burnout. Shanlax International Journal of Education, vol. 8, no. 3, 2020, pp. 72–76.
34. Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(8), 1-18. doi:10.1080/ 2331186X. 2016.1217819
35. Han, Jiying and Hongbiao Yin. (2016). Teacher Motivation: Definition, Research Development and Implications for Teachers. Cogent Education 3 (1): 1-18.
36. Heuer, J.-O., & Zimmermann, K. (2020). Unravelling deservingness: Which criteria do people use to judge the relative deservingness of welfare target groups? A vignette-based focus group study. Journal of European Social Policy. doi:10.1177 /0958928720905285
37. Houser, M., & Waldbuesser, C. (2016): Emotional Contagion in the Classroom: The Impact of Teacher Satisfaction and Confirmation on Perceptions of Student Nonverbal Classroom Behavior. College Teaching. DOI:10.1080/ 87567555. 2016.1189390
38. Johnakin-Putnam, S. (2020). The impact of teacher intrinsic and extrinsic motivation on teacher self-efficacy. Journal of Educational Research, 8(4), 981-1015.
39. Kim, Y., Chiu, C., & Zou, Z. (2010). Know thyself: misperceptions of actual performance undermine achievement motivation, future performance, and subjective well-being. J Pers Soc Psychol. 99(3), 395-409
40. Klassena, RA. (2013). Measuring Teacher Engagement: Development of the Engaged Teachers Scale (ETS). Frontline Learning Research 2 (2013) 33-52.
41. Lenz, A. S. (2016). Compassionate teachers: Fostering the growth of a paradigm through empirical research. Journal of Counseling & Development, 94, 415–428. doi:10.1002 /jcad.12100
42. Logan, M. (2015). Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout and Teaching Efficacy.” Mind, Brain and Education : the Official Journal of the International Mind, Brain, and Education Society, U.S. National Library of Medicine, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3855679/
43. Long, P. (2015). The Role of Self-Compassion in Communication Apprehension and Behavior. Communication Education, 46(2), 104– 114.
44. Maeng, Unkyoung and Sangmin-Michelle Lee. (2015). ELF Teachers’ Behavior of Using Motivational Strategies: The Case of Teaching in the Korean Context. Teaching and Teacher Education 46: 25-36.
45. Mercurion, Z. (2015). Affective Commitment as a Core Essence of Organizational Commitment: An integrative literature review. Human resource development review, 14(4), 389-414
46. Merriman, J. (2015). Enhancing counselor supervision through compassion fatigue education. Journal of Counseling & Development, 93, 370–378. doi:10.1002/jcad. 12035
47. Nameghi, S.A., & Sheikhahmadi, M. (2016). From Teacher Isolation to Teacher Collaboration: Theoretical Perspectives and Empirical Findings. English Language Teaching, 9(5), 197-205
48. Neff, K.D., & Dahm, K.A. (2015). Self-Compassion: What It Is, What It Does, and How It Relates to Mindfulness. Handbook of Mindfulness and Self-Regulation. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-2263-5_10
49. Neff, K. D., & Dahm, K. A. (2015). Self-compassion: What it is, what it does, and how it relates to mindfulness. In Ostafin, B. D., Robinson, M. D., & Meier, B. M. (Eds.), Handbook of mindfulness and self-regulation (pp. 121-139). New York, NY: Springer, New York.
50. Neff, Kristin D. (2015). The Role of Self-Compassion in Development: A Healthier Way to Relate to Oneself. Human Development, S. Karger AG, www.ncbi.nlm.nih.gov/pmc/articles/PMC2790748/.
51. Nelson, Jill R., Brenda S. Hall, Jamie L. Anderson, Cailen Birtles & Lynae Hemming (2017). Self–Compassion as Self-Care: A Simple and Effective Tool for Counselor Educators and Counseling Students, Journal of Creativity in Mental Health, DOI: 10.1080/15401383.2017.1328292
52. Perera, H., Vosicka, L., Granziera, H., & McIlveen, P. (2018). Towards an integrative perspective on the structure of teacher work engagement. Journal Of Vocational Behavior, 108, 28-41.
53. Phillips, W. (2019). Self-compassion mindsets: The components of the self-compassion scale
54. operate as a balanced system within individuals. Current Psychology, 40, 5040-5053
55. Pourtoussi, Zahra; Afsaneh Ghanizadeh and Vahid Mousavi. (2018). A Qualitative In-depth Analysis of the Determinants and Outcomes of EFL Teachers’ Motivation and Demotivation. International Journal of Instruction 11 (4): 175-190.
56. Pujals, M. (2016). A Discussion of Motivation Problems and Their Solutions at Intermediate Level. New York: Longman.
57. Raheem, B.R.; Khan, M.A. (2020). The Role of E-learning in Covid19 Crisis. Int. J. Creat. Res. Thoughts 2020, 8, 3135–3138.
58. Roohani, Ali and Khadijeh Dayeri. (2019). On the Relationship between Iranian EFL Teachers’ Burnout and Motivation: A Mixed Methods Study. Iranian Journal of Language Teaching Research 7 (1): 77-99.
59. Safdari, Saeed. (2018). Iranian EFL Learners’ Perception of the Importance and Frequency of Teachers’ Motivational Strategies. Eurasian Journal of Applied Linguistics 4 (1): 17-25.
60. Salanova, M., Agut, S., & Peiró, J. M. (2016). Linking organizational resources and work engagement to employee performance and customer loyalty: the mediation of service climate. Journal of Applied Psychology, 90(6), 1217.
61. Schiefele, U., Streblow, L., & Retelsdorf, J. (2013). Dimensions of teacher interest and their relations to occupational well-being and instructional practices. Journal for educational research online, 5(1), 7-37 5. DOI: 10.25656/01:8018
62. Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2016). The measurement of work engagement with a short questionnaire a cross-national study. Educational and psychological measurement, 66(4), 701-716.
63. Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2015). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness studies, 3(1), 71-92.
64. Schaufeli, W., & Salanova, M. (2016). Work engagement: On how to better catch a slippery concept. European Journal of Work and Organizational Psychology, 20(1), 39-46.
65. Sirois, F. M., Kitner, R., & Hirsch, J. K. (2015). Self-compassion, affect, and health-promoting behaviors. Health Psychology: Official Journal of the Division of Health Psychology, American Psychological Association, 34, 661–669. doi:10.1037/hea000 0158
66. Skaalvik, E., & Skaalvik, S. (2018). Job demands and job resources as predictors of teacher motivation and well-being. Social Psychology of Education, 21, 1251-1275
67. Smith, R. C. (2016). Situational Language Teaching. ELT Journal, 2(4), 71-79.
68. Tadesse, EF. (2019). Teachers’ Organizational Commitment at Secondary School. International Journal of Education and Research, 7(4), 122-135.
69. Tamah, Siti. (2018). Interest in teaching: How teacher education affects it. Pertanika Journal of Social Sciences and Humanities, 262299-2312
70. Tucker, C. (2022). The complete guide to blended learning: Activating agency, differentiation, community, and inquiry for students. Solution Tree.
71. Türktorun, Y. Z., Weiher, G., & Horz, H. (2020). Psychological detachment and work- related rumination in teachers:A systematic review. Educationa l Research Review, 100354. d oi:1 0.1016 /j.ed u rev.2 020 .100 35
72. Van Wingerden, J., & Poell, R. (2019). Meaningful work and resilience among teachers: The mediating role of work engagement and job crafting. PLOS ONE , 14(9), e0222518. doi: 10.1371/journal.pone.0222518
73. Vibulphol, Jutarat. (2016). Students’ Motivation and Learning and Teachers’ Motivational Strategies in English Classrooms in Thailand. English Language Teaching 9 (4): 64-75.