Philippine E-Journals

References:

1. Ahamad, Z., & Kasim, A. (2016). The effects of transformational leadership towards teachers innovative behavior in schools. International Journal of Scientific and Research Publications,  6(5), 283-286. https://tinyurl.com/3nbjjphb
2. Akin, S., & Çalik, B. (2023). A Structural Equation Model of Teachers’ Attitudes Towards Constructivist Curriculum Change. Uluslararası Eğitim Programları ve Öğretim Çalışmaları  Dergisi, 13(1). https://doi.org/10.31704/ijocis.2023.006
3. Asif, M., Miao, Q., Jameel, A., Manzoor, F., & Hussain, A. (2022). How ethical leadership influence employee creativity: A parallel multiple mediation model. Current Psychology, 41(5),  3021-3037. https://doi.org/10.1007/s12144-020-00819-9
4. A’yun, U. Q., & Sulisworo, D. (2024). Exploring the Influence of Transformational Leadership on Educational Outcomes in Muhammadiyah Schools. Contemporary Education and  Community Engagement, 1(1), 1-7. https://doi.org/10.12928/cece.v1i1.818
5. Bandura, A., & National Inst of Mental Health. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.
6. Berchin, I. I., de Aguiar Dutra, A. R., & Guerra, J.B. (2021). How do higher education institutions promote sustainable development? A literature review. Sustainable Development, 29(6),  1204-1222. https://doi.org/10.1002/sd.2219
7. Bhandari, K. (2021). Social sanctions of leisure and tourism constraints in Nepal. Tourist Studies, 21(2), 300-316. https://doi.org/10.1177/1468797620955248
8. Boeve-de Pauw, J., Olsson, D., Berglund, T., & Gericke, N. (2022). Teachers’ ESD self-efficacy and practices: A longitudinal study on the impact of teacher professional development.  Environmental Education Research, 28(6), 867-885. https://doi.org/10.1080/13504622.2022.2042206
9. Chen, H., Evans, D., & Luu, B. (2023). Moving towards inclusive education: Secondary school teacher attitudes towards universal design for learning in Australia. Australasian Journal of  Special and Inclusive Education, 47(1), 1-13. https://doi.org/10.1017/jsi.2023.1
10. Choi, J., & Kang, W. (2021). Effects of Transformational Leadership on Teachers’ Self-Efficacy in Education for Sustainable Development: A Serial Mediation Analysis. Cypriot Journal of  Educational Sciences, 16(5), 2534-2547. https://doi.org/10.18844/cjes.v16i5.6343
11. Creswell, J. W. (2021). A concise introduction to mixed methods research. SAGE publications.
12. Du, X., Guerra, A., Nørgaard, B., Chaaban, Y., Lundberg, A., & Lyngdorf, N. E. R. (2022). University teachers’ change readiness to implement education for sustainable development  through participation in a PBL-based PD program. Sustainability, 14(19), 12079. https://doi.org/10.3390/su141912079
13. Duran, M. K. L., & Mariñas, K. A. (2024). Sustainability Integration in Philippine Higher Education Curricula: A Structural Equation Modeling Assessing Teacher Intention to Integrate.  Sustainability, 16(9), 3677. https://doi.org/10.3390/su16093677
14. Durrani, R., Malik, S., & Jumani, N. B. (2019). Education for sustainable development (ESD) in pre-service teachers education curriculum at Pakistan: Current status and future directions.  PJDOL, 5(2). https://doi.org/10.30971/pjdol.v5i2.277
15. Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European business review, 31(1), 2-24. https://doi.org/10.1108/EBR-11- 2018-0203
16. Handtke, K., Richter-Beuschel, L., & Bögeholz, S. (2022). Self-efficacy beliefs of teaching ESD: A theory-driven instrument and the effectiveness of ESD in German teacher education.  Sustainability, 14(11), 6477. https://doi.org/10.3390/su14116477
17. Ho, B. Q. (2021). Effects of learning process and self-efficacy in real-world education for sustainable development. Sustainability, 13(1), 403. https://doi.org/10.3390/su13010403
18. Hussain, M. S., Khan, S. A., & Bidar, M. C. (2022). Self-efficacy of teachers: A review of the literature. Multi-Disciplinary Research Journal, 10(1), 110-116. https://tinyurl.com/3mb45zbj Ibrahim, N. A., Hamzah, M. I. M., & Wahab, J. L. A. (2020). Impact of transformational leadership on professional learning community: mediating role of emotional intelligence. Int. J.  Psychosoc. Rehabil, 24, 2442-2450. https://tinyurl.com/m48hjc56
19. Ibrahim, E. (2022). The Effect of Transformational Leadership Behaviours among Public School Managers on Teachers’ self-efficacy in Egypt. 196-149), 2(46, التربوية العلوم فى التربية کلية مجلة. https://tinyurl.com/43upa8m4
20. Kang, H., & Zhao, H. (2020). Description and application research of multiple regression model optimization algorithm based on data set denoising. In Journal of Physics: Conference Series  (Vol. 1631, No. 1, p. 012063). IOP Publishing. https://doi.org/10.1088/1742-6596/1631/1/012063
21. Kang, W. (2021). Explaining effects of transformational leadership on teachers’ cooperative professional development through structural equation model and phantom model approach.  Sustainability, 13(19), 10888. https://doi.org/10.3390/su131910888
22. Lazarides, R., & Warner, L. M. (2020). Teacher Self-Efficacy. Retrieved from https://doi.org/10.1093/acrefore/9780190264093.013.890
23. Lyu, Y. (2023). Teacher research in higher education: a social cognitive perspective (Doctoral dissertation). Queen’s University Belfast
24. Malandrakis, G., Papadopoulou, P., Gavrilakis, C., & Mogias, A. (2019). An education for sustainable development self-efficacy scale for primary pre-service teachers: Construction and  validation. The Journal of Environmental Education, 50(1), 23-36. https://doi.org/10.1080/00958964.2018.1492366
25. McLeod, S. (2019). Sampling methods. Simply psychology. 
26. Milama, B., Ali, M., & Rusman, R. (2019, April). Perceptions, Attitudes and Lifestyles of Chemistry Teacher Candidates towards Education for Sustainable Development. In 3^rd Asian  Education Symposium (AES 2018) (pp. 250-253). Atlantis Press. https://doi.org/10.2991/aes-18.2019.59
27. Min, H.-Y., & Kwon, K.-N. (2023). The Study of the Mediating Effect of the Childcare Center Teacher’s Ego-Resiliency on the Relationship between Director’s Transformational Leadership  and Teacher Self-Efficacy for Teacher-Young children Relationships. Retrieved from https://doi.org/10.22590/ecee.2023.27.3.31
28. Mokski, E., Leal Filho, W., Sehnem, S., & Andrade Guerra, J. B. S. O. D. (2023). Education for sustainable development in higher education institutions: an approach for effective  interdisciplinarity. International Journal of Sustainability in Higher Education, 24(1), 96-117. https://doi.org/10.1108/IJSHE-07-2021-0306
29. Murphy, C., Smith, G., Mallon, B., & Redman, E. (2020). Teaching about sustainability through inquiry-based science in Irish primary classrooms: the impact of a professional development  programme on teacher self-efficacy, competence and pedagogy. Environmental Education Research, 26(8), 1112-1136. https://doi.org/10.1080/13504622.2020.1776843
30. Nicdao, R. C. (2019). Transformational leadership and its beneficial influence on state universities. Management Research and Practice, 11(4), 53-62. https://tinyurl.com/4xs73v7y
31. Nousheen, A., Zia, M. A., & Waseem, M. (2024). Exploring pre-service teachers’ self-efficacy, content knowledge, and pedagogical knowledge concerning education for sustainable  development. Environmental Education Research, 30(3), 321-333. https://doi.org/10.1080/13504622.2022.2128055
32. O’beid, V. (2023). Teacher Perception of Administration’s Impact on School Climate and Overall Teacher Self-Efficacy: A Meta-Analysis of the Literature. https://tinyurl.com/3xrxrkdb
33. Önal, N. T. (2020). Relationship between the attitudes of pre-school teacher candidates towards environmental issues and their self-efficacy beliefs about environmental education. Review  of International Geographical Education Online, 10(4), 706-727. https://doi.org/10.33403/rigeo.791614
34. Palomino, C. I. (2022). Before and After COVID-19: An Examination of Social Indicators of Mental Health in Early Childhood Education Teachers (Doctoral dissertation).  https://tinyurl.com/49zdmkp8
35. Pamuk, S., Elmas, R., & Saban, Y. (2022). A Modeling Study on Science Teachers’ Sustainable Development Knowledge, Attitudes and Practices. Sustainability, 14(16), 10437.  https://doi.org/10.3390/su141610437
36. Peedikayil, J. V., Vijayan, V., & Kaliappan, T. (2023). Teachers’ attitude towards education for sustainable development: A descriptive research. Int J Eval & Res Educ ISSN, 2252(8822),  8822. https://doi.org/10.11591/ijere.v12i1.23019
37. Qing, M., Asif, M., Hussain, A., & Jameel, A. (2020). Exploring the impact of ethical leadership on job satisfaction and organizational commitment in public sector organizations: The  mediating role of psychological empowerment. Review of Managerial Science, 14(6), 1405-1432. https://doi.org/10.1007/s11846-019-00340-9
38. Rogalska-Marasińska, A. (2021). Creating Stories by Student Teachers as a Space for Multifaceted Adult Learning. Sustainable and Intercultural Perspective. Studia z Teorii Wychowania,  12, 47-56. https://tinyurl.com/mrkr9b87
39. Sigiyuwanta, R. (2024). Menggali Kepemimpinan Pendidikan Yang Efektif: Integrasi Pendekatan Transformasional Dan Transaksional Dalam Era Merdeka Belajar. Proceedings Series of  Educational Studies, 369-379. https://tinyurl.com/bftrvuve
40. Sunaengsih, C., Komariah, A., Kurniady, D. A., Suharto, N., Tamam, B., & Julia, J. (2021). Transformational Leadership Survey. In Elementary School Forum (Mimbar Sekolah Dasar) (Vol.  8, No. 1, pp. 41-54). https://doi.org/10.53400/mimbar-sd.v8i1.30468
41. Sunaryo, W., Yusnita, N., Herfina, H., Wulandari, D., & Suhendra, S. (2023). The effects of digital transformational leadership, work environment and motivation on reinforc-ing job  satisfaction: Evidence from vocational schools. International Journal of Data and Network Science, 7(2), 883-890. https://doi.org/10.5267/j.ijdns.2023.2.019
42. Tang, L., & Zhu, X. (2024). Academic self-efficacy, grit, and teacher support as predictors of psychological well-being of Chinese EFL students. Frontiers in Psychology, 14, 1332909.  https://doi.org/10.3389/fpsyg.2023.1332909
43. Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805. https://doi.org/10.1016/S0742- 051X(01)00036-1
44. Uchacz, A. G. (2024). A Case Study: K-8 Principals’ Job-Embedded Learning on Skills and Efficacy in Instructional Leadership (Doctoral dissertation). Grand Canyon University Vare, P. (2023). Reflections on organisations from an academic’s perspective. In: Heartwood, Voices from environmental education: Academic research meets head, heart and hands. King’s  College London, London, pp. 74-77. https://tinyurl.com/muhd8ccv
45. Wang, Q., & Shao, Z. (2024). Linking transformational leadership and digital creativity from the lens of social cognitive theory. Retrieved from https://doi.org/10.1108/IMDS-07-2023-0444
46. 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. https://doi.org/10.2224/sbp.7751
47. Yang, X., & Du, J. (2024). The effect of teacher self-efficacy, online pedagogical and content knowledge, and emotion regulation on teacher digital burnout: a mediation model. BMC  psychology, 12(1), 51. https://doi.org/10.1186/s40359-024-01540-z
48. Yang, Q. (2023). Transformational Leadership of the School Heads and Physical Education Teachers’ Self-Efficacy from Selected Private and Public Universities. Journal of Education and  Educational Research, 6(2), 42-47. https://doi.org/10.54097/jeer.v6i2.14733
49. Zhao, W., & Zhang, Z. (2024). How CEO transformational leadership promotes firm innovation: Mediating role of collective task self-efficacy. Journal of Organizational Change  Management, 37(7), 1633–1654. https://doi.org/10.1108/JOCM-12-2023-0537