148 References Sapulete, S., de Wilde, P., Ouwehand, K., & van der Boom, E. (2020). Teaching and Learning International Survey (TALIS) 2018. Nationaal rapport voortgezet onderwijs. Scholte, E., & Noens, I. (2011). BRIEF-A: Vragenlijst executieve functies voor volwassenen. Handleiding. Amsterdam: Hogreve Uitgevers. Schonert-Reichl, K. A., & Roeser, R. W. (Eds.). (2016). Handbook of mindfulness in education: Integrating theory and research into practice. Springer. Schussler, D.L., DeWeese, A., Rasheed, D. et al. The Relationship Between Adopting Mindfulness Practice and Reperceiving: a Qualitative Investigation of CARE for Teachers. Mindfulness 10, 2567–2582 (2019). https://doi.org/10.1007/s12671-01901228-1 Schussler, D. L., Jennings, P. A., Sharp, J. E., & Frank, J. L. (2016). Improving teacher awareness and well-being through CARE: a qualitative analysis of the underlying mechanisms. Mindfulness, 7,130–142. Schwarzer, R., & Hallum, S. (2008). Perceived Teacher Self-Efficacy as a Predictor of Job Stress and Burnout: Mediation Analyses. Applied Psychology, 57(s1), 152–171. https://doi.org/10.1111/j.1464-0597.2008.00359.x Scott, M. A., Simonoff, J. S., & Marx, B. D. (2013). The SAGE handbook of multilevel modeling. London: Sage. Seligman, M. E., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford review of education, 35(3), 293-311. Sevel, L. S., Finn, M. T. M., Smith, R. M., Ryden, A. M., & Mckernan, L. C. (2020). Selfcompassion in mindfulness-based stress reduction: An examination of prediction and mediation of intervention effects. Stress and Health, 1–104. https://doi.org/10.1002/ smi.2917 Sharp, J.E., Jennings, P.A. Strengthening Teacher Presence Through Mindfulness: What Educators Say About the Cultivating Awareness and Resilience in Education (CARE) Program. Mindfulness 7, 209–218 (2016). https://doi.org/10.1007/s12671-015-0474-8 Shewark, E.A., Zinsser, K.M. & Denham, S.A. Teachers’ Perspectives on the Consequences of Managing Classroom Climate. Child Youth Care Forum 47, 787–802 (2018). https://doi.org/10.1007/s10566-018-9461-2 Skaalvik, E. M., & Skaalvik, S. (2017). Teacher stress and teacher self-efficacy: Relations and consequences. Educator stress: An occupational health perspective, 101-125 Skinner, E., & Beers, J. (2016). Mindfulness and teachers’ coping in the classroom: A developmental model of teacher stress, coping, and everyday resilience. Handbook of mindfulness in education: Integrating theory and research into practice. 99–118. https://doi.org/10.1007/978-1-4939-3506-2_7 Spilt, J., Koomen, H., & Thijs, J. (2011). Teacher Wellbeing: the importance of teacherstudent relation- ships. Educational Psychology Review, 23, 457-477. https://doi. org/10.1007/s10648-011-9170-y Statistics Netherlands (2016, 5 oktober). Steeds meer vrouwen voor de klas in het basisonderwijs. Retrieved from https://www.cbs.nl/nl-nl/achtergrond/2016/40/steedsmeer-vrouwen-voor-de-klas-in-het-basisonderwijs. Accessed October 8, 2022 Statistics Netherlands (2018, 1 juni). Leerkrachten in het basisonderwijs. Retrieved from https://trendbureaudrenthe.nl/wordpress/wpcontent/uploads/ 2019/02/CBS-2018Leerkrachten-basisonderwijs.pdf. Accessed October 8, 2022 Statistics Netherlands (2019, 5 november). Herziening gewichtenregeling primair onderwijs - Samenvatting. Retrieved from https://www.cbs.nl/nl-nl/maatwerk/2019/45/ de-nieuwe onderwijsachterstandenindicator. Accessed May 16, 2022
RkJQdWJsaXNoZXIy MTk4NDMw