145 References McCarthy CJ, Lineback S, R. J. (2015). Teacher stress, emotion, and classroom management. In Handbook of classroom management (pp. 301–21). McIntyre, T. M., McIntyre, S. E., & Francis, D. J. (2017). Educator Stress New York, NY: Springer. Meiklejohn, J., Philips, C., Freedman, M., Griffin, M., Biegel, G., & Saltzman, A. (2012). Integrating Mind- fulness training into K-12 education: Fostering the resilience of teachers and students. Mindfulness, 3, 291-307. Meristo, M., & Eisenschmidt, E. (2014). Novice teachers’ perceptions of school climate and self-efficacy. International Journal of Educational Research, 67, 1-10. https://doi. org/10.1016/j.ijer.2014.04.003 Ministry of Education, Culture and Science, (2022). Uitval startende leraren primair onderwijs. Primair Onderwijs | OCW in Cijfers. Retrieved from https://www. ocwincijfers.nl/sectoren/primair-onderwijs/personeel/uitval-startende-lerarenprimair-onderwijs. Accessed May 14, 2023 Mitchell, A. M., Crane, P. A., & Kim, Y. (2008). Perceived stress in survivors of suicide: psychometric properties of the Perceived Stress Scale. Research in nursing & health, 31(6), 576-585. Moè, A., & Katz, I. (2022). Need satisfied teachers adopt a motivating style: The mediation of teacher enthusiasm. Learning and Individual Differences, 99, 102203. Montero-Marin, J., Hinze, V., Crane, C., Dalrymple, N., Kempnich, M. E., Lord, L., ... & Kuyken, W. (2023). Do adolescents like school-based mindfulness training? Predictors of mindfulness practice and responsiveness in the MYRIAD trial. Journal of the American Academy of Child & Adolescent Psychiatry. Montgomery, C., & Rupp, A. A. (2005). A meta-analysis for exploring the diverse causes and effects of stress in teachers. Canadian Journal of Education, 28(3), 458–486. Moyano, N., Perez-Yus, M. C., Herrera-Mercadal, P., Navarro-Gil, M., Valle, S., & MonteroMarin, J. (2021). Burned or engaged teachers? The role of mindfulness, self-efficacy, teacher and students’ relationships, and the mediating role of intrapersonal and interpersonal mindfulness. Current Psychology, 1-14. https://doi.org/10.1007/s12144021-02433-9 Neff, K. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and Identity, 2(2), 85–101. https://doi. org/10.1080/15298860390129863 Neff, K.D. (2016). The Self-Compassion Scale is a Valid and Theoretically Coherent Measure of Self-Compassion. Mindfulness 7, 264–274. https://doi.org/10.1007/ s12671015-0479-3 Neff, K. D. (2023). Self-compassion: Theory, method, research, and intervention. Annual review of psychology, 74, 193-218. https://doi.org/10.1146/annurevpsych-032420-031047 Neff KD, Long P, Knox M, Davidson O, Kuchar A, Costigan, A., et al. (2018a). The forest and the trees: examining the association of self-compassion and its positive and negative components with psychological functioning. Self-Identity 17(6):627–45 https://doi.org/10.1080/15298868.2018.1436587 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, 121-137. Nie, Youyan & Lau, Shun & Liau, Albert. (2012). The teacher efficacy scale: A reliability and validity study. Asia-Pacific Education /researcher, 21(2),414-421. http://hdl.handle. net/10497/14287 M
RkJQdWJsaXNoZXIy MTk4NDMw