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Direct linkHeikonen, Lauri; Pietarinen, Janne; Pyhältö, Kirsi; Toom, Auli; Soini, Tiina – Asia-Pacific Journal of Teacher Education, 2017
Teachers' capacity to learn intentionally and responsively in the classroom is particularly vulnerable during the first years in the profession. This study investigated the interrelations between early career teachers' turnover intentions, perceived inadequacy in teacher-student interaction, and sense of professional agency in the classroom. The…
Descriptors: Beginning Teachers, Faculty Mobility, Intention, Teacher Student Relationship
Kokkonen, Juha A.; Kokkonen, Marja T.; Telama, Risto K.; Liukkonen, Jarmo O. – Scandinavian Journal of Educational Research, 2013
The present two-wave longitudinal study examined the extent to which physical education (PE) teachers' democratic and socially supportive behavior, pupils' goal orientations, and the perceived motivational climate in PE explained differences in pupils' intended helping behavior by gender in PE classes. The results of 105 boys and 109 girls based…
Descriptors: Teacher Behavior, Academic Achievement, Student Motivation, Physical Education
Bakker, Arnold B.; Hakanen, Jari J.; Demerouti, Evangelia; Xanthopoulou, Despoina – Journal of Educational Psychology, 2007
This study of 805 Finnish teachers working in elementary, secondary, and vocational schools tested 2 interaction hypotheses. On the basis of the job demands-resources model, the authors predicted that job resources act as buffers and diminish the negative relationship between pupil misbehavior and work engagement. In addition, using conservation…
Descriptors: Vocational Schools, Organizational Climate, Interaction, Structural Equation Models
