Cited by

• 2016Teachers’ emotional exhaustion is negatively related to students’ achievement: Evidence from a large-scale assessment study.380 cited
• 2021Teacher stress and anxiety during COVID-19: An empirical study.228 cited
• 2022Is Empathy the Key to Effective Teaching? A Systematic Review of Its Association with Teacher-Student Interactions and Student Outcomes212 cited
• 2016Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers156 cited
• 2017Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes144 cited
• 2020Measuring Teachers’ Social-Emotional Competence: Development and Validation of a Situational Judgment Test130 cited
• 2020The impact of an online stress intervention on burnout and teacher efficacy126 cited
• 2022Student Burnout in Higher Education: A Demand-Resource Model Approach123 cited
• 2019Meta‐analysis of mindfulness training on teacher well‐being118 cited
• 2017Teacher–researcher role conflict and burnout among Chinese university teachers: a job demand-resources model perspective113 cited
• 2016What makes good and bad days for beginning teachers? A diary study on daily uplifts and hassles108 cited
• 2020Do students notice stress in teachers? Associations between classroom teacher burnout and students' perceptions of teacher social–emotional competence100 cited
• 2019Teachers Between Job Satisfaction and Burnout Syndrome: What Makes Difference in Czech Elementary Schools98 cited
• 2019A study of the relation between special education burnout and job satisfaction96 cited
• 2017Changes in beginning teachers’ classroom management knowledge and emotional exhaustion during the induction phase95 cited
• 2019Career choice motivations in teacher training as predictors of burnout and career optimism in the first year of teaching95 cited