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Demoralized: Why Teachers Leave the Profession They Love and How They Can Stay
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  • 2021Social Emotional Learning in Schools: The Importance of Educator Competence166 cited
  • 2020Cultivating Teacher Resilience103 cited
  • 2021Teachers’ Personality, Perfectionism, and Self-Efficacy as Predictors for Coping Strategies Based on Personal Resources46 cited
  • 2020On legal literacy and mobilization of students’ rights from a disempowered professional status: The case of Israeli teachers30 cited
  • 2022Environmental, Technical, and Representational Uncertainty: A Framework for Making Sense of the Hidden Complexity of Educational Change28 cited
  • 2022The devalued, demoralized and disappearing teacher: The nature and effects of datafication and performativity in schools26 cited
  • 2022Humans in Hierarchies: Intergroup Relations in Education Reform10 cited
  • 2025Speaking Up, Pushing Back, Closing the Door: Agency of Open and Covert Teacher Resistance in Dual-Language Bilingual Education9 cited
  • 2022Between old and new unionism: Race, professionalism, and resistance in a district of market reforms7 cited
  • 2021Threading systemic change for language equity in schools6 cited

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