Al-Yaseen, W. S., & Al-Musaileem, M. Y. (2015). Teacher empowerment as an important component of job satisfaction: A comparative study of teachers’ perspectives in al-farwaniya district, kuwait. Compare: A Journal of Comparative and
International Education, 45(6), 863-885.
Bogler, R., & Nir, A. E. (2012). The importance of teachers' perceived organizational support to job satisfaction. Journal of
Educational Administration, 50(3), 287-306.
Ch, A. H., Ahmad, S., Malik, M., & Batool, A. (2017). Principals' Leadership Styles and Teachers' Job Satisfaction: A Correlation
Study at Secondary Level. Bulletin of Education and Research, 39(3), 45-56.
Edinger, S. K., & Edinger, M. J. (2018). Improving teacher job satisfaction: The roles of social capital, teacher efficacy, and
support. The Journal of Psychology, 152(8), 573-593.
Elmazi, E. (2018). The Role of Principal's Power and Teacher Empowerment. European Scientific Journal, 14(28), 1-14.
Ferguson, K., Mang, C., & Frost, L. (2017). Teacher stress and social support usage. Brock Education Journal, 26(2), 205.
Fernet, C., Guay, F., Senécal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of
perceived school environment and motivational factors. Teaching and Teacher Education, 28(4), 514-525.
Gray, C., Wilcox, G., Nordstokke, D. (2017). Teacher mental health, school climate, inclusive education and student learning: A
review. Canadian Psychology 58(3) (08): 203-210.
Lee, A. N., & Nie, Y. (2017). Teachers’ perceptions of school leaders’ empowering behaviours and psychological
empowerment: Evidence from a Singapore sample. Educational Management Administration & Leadership, 45(2), 260-
283.
Price, H. (2012). Principal–Teacher interactions: How affective relationships shape principal and teacher attitudes.
Educational Administration Quarterly, 48(1), 39-85.
Skaalvik, S., & Skaalvik, E. M. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with
school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029-1038.
Skaalvik, E. M., & Skaalvik, S. (2017). Dimensions of teacher burnout: Relations with potential stressors at school. Social
Psychology of Education, 20(4), 775-790.
Stein, K. C., Macaluso, M., & Stanulis, R. N. (2016). The interplay between principal leadership and teacher leader efficacy.
Journal of School Leadership, 26(6), 1002-1032.
Stearns, E., Banerjee, N., Moller, S., & Mickelson, R. A. (2015). Collective pedagogical teacher culture and teacher satisfaction.
Teachers College Record, 117(8), 1-32.
Szeto, E., & Cheng, A. Y. (2018). Principal-teacher interactions and teacher leadership development: Beginning teachers'
perspectives. International Journal of Leadership in Education, 21(3), 363-379. doi:10.1080/13603124.2016.1274785
Van Maele, D., & Van Houtte, M. (2012). The role of teacher and faculty trust in forming teachers' job satisfaction: Do years
of experience make a difference? Teaching and Teacher Education, 28(6), 879-889.
International Education, 45(6), 863-885.
Bogler, R., & Nir, A. E. (2012). The importance of teachers' perceived organizational support to job satisfaction. Journal of
Educational Administration, 50(3), 287-306.
Ch, A. H., Ahmad, S., Malik, M., & Batool, A. (2017). Principals' Leadership Styles and Teachers' Job Satisfaction: A Correlation
Study at Secondary Level. Bulletin of Education and Research, 39(3), 45-56.
Edinger, S. K., & Edinger, M. J. (2018). Improving teacher job satisfaction: The roles of social capital, teacher efficacy, and
support. The Journal of Psychology, 152(8), 573-593.
Elmazi, E. (2018). The Role of Principal's Power and Teacher Empowerment. European Scientific Journal, 14(28), 1-14.
Ferguson, K., Mang, C., & Frost, L. (2017). Teacher stress and social support usage. Brock Education Journal, 26(2), 205.
Fernet, C., Guay, F., Senécal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of
perceived school environment and motivational factors. Teaching and Teacher Education, 28(4), 514-525.
Gray, C., Wilcox, G., Nordstokke, D. (2017). Teacher mental health, school climate, inclusive education and student learning: A
review. Canadian Psychology 58(3) (08): 203-210.
Lee, A. N., & Nie, Y. (2017). Teachers’ perceptions of school leaders’ empowering behaviours and psychological
empowerment: Evidence from a Singapore sample. Educational Management Administration & Leadership, 45(2), 260-
283.
Price, H. (2012). Principal–Teacher interactions: How affective relationships shape principal and teacher attitudes.
Educational Administration Quarterly, 48(1), 39-85.
Skaalvik, S., & Skaalvik, E. M. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with
school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029-1038.
Skaalvik, E. M., & Skaalvik, S. (2017). Dimensions of teacher burnout: Relations with potential stressors at school. Social
Psychology of Education, 20(4), 775-790.
Stein, K. C., Macaluso, M., & Stanulis, R. N. (2016). The interplay between principal leadership and teacher leader efficacy.
Journal of School Leadership, 26(6), 1002-1032.
Stearns, E., Banerjee, N., Moller, S., & Mickelson, R. A. (2015). Collective pedagogical teacher culture and teacher satisfaction.
Teachers College Record, 117(8), 1-32.
Szeto, E., & Cheng, A. Y. (2018). Principal-teacher interactions and teacher leadership development: Beginning teachers'
perspectives. International Journal of Leadership in Education, 21(3), 363-379. doi:10.1080/13603124.2016.1274785
Van Maele, D., & Van Houtte, M. (2012). The role of teacher and faculty trust in forming teachers' job satisfaction: Do years
of experience make a difference? Teaching and Teacher Education, 28(6), 879-889.