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TEACHER CHARACTERISTICS AS PREDICTORS OF TEACHER-STUDENT RELATIONSHIPS: STRESS, NEGATIVE AFFECT, AND SELF-EFFICACY

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2011Teacher Well-Being and the Implementation of School-Wide Positive Behavior Interventions and Supports245 cited
2019Teacher stress interventions: A systematic review239 cited
2015Classroom risks and resources: Teacher burnout, classroom quality and children's adjustment in high needs elementary schools207 cited
2018Middle School Teachers’ Mindfulness, Occupational Health and Well-Being, and the Quality of Teacher-Student Interactions169 cited

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2009

Measuring elementary teacher stress and coping in the classroom: Validity evidence for the Classroom Appraisal of Resources and Demands

166 cited

2013Teachers—The Vital Resource166 cited

2019The role of teacher-student relationships in predicting teachers’ personal accomplishment and emotional exhaustion154 cited

2017Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms?149 cited

2016Affective Teacher—Student Relationships and Students' Externalizing Behavior Problems: A Meta-Analysis146 cited

2017La inteligencia emocional como una competencia básica en la formación inicial de los docentes: algunas evidencias141 cited

2017Teacher Stress and Teacher Self-Efficacy: Relations and Consequences136 cited

2016Positive teacher–student relationships go beyond the classroom, problematic ones stay inside132 cited