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The ecology of CLIL teachers in Austria – an ecological perspective on CLIL teachers’ wellbeing
16 references·8 citing·44 second hop
The ecology of CLIL teachers in Austria – an ecological perspective on CLIL teachers’ wellbeing (2020)The ecology of CLIL teachers in Austria –…Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship (2018)Student misbehavior and teach…Helping Language Teachers to Thrive: Using Positive Psychology to Promote Teachers’ Professional Well-Being (2016)Helping Language Teachers to …The relation between emotional intelligence and subjective well-being: A meta-analytic investigation (2015)The relation between emotiona…The power of beliefs: lay theories and their influence on the implementation of CLIL programmes (2013)The power of beliefs: lay the…Balancing Content and Language in Instruction: The Experience of Immersion Teachers (2012)Balancing Content and Languag…The European Framework for CLIL Teacher Education (2011)The European Framework for CL…Teacher Wellbeing: The Importance of Teacher–Student Relationships (2011)Teacher Wellbeing: The Import…The New Lives of Teachers (2010)The New Lives of TeachersCLIL (2010)CLILA meta‐analytic examination of the relationship between job satisfaction and subjective well‐being (2010)A meta‐analytic examination o…The Science of subjective well-being (2008)The Science of subjective wel…Discourse in Content and Language Integrated Learning (CLIL) Classrooms (2007)Discourse in Content and Lang…The Relationship between Teacher Autonomy and Stress, Work Satisfaction, Empowerment, and Professionalism (2005)The Relationship between Teac…The Experience of Work-Related Stress across Occupations (2005)The Experience of Work-Relate…Even Teachers Get the Blues: Recognizing and Alleviating Language Teachers' Feelings of Foreign Language Anxiety (1996)Even Teachers Get the Blues: …The Ecology of Human Development (1979)The Ecology of Human Developm…Teachers’ perspectives towards German language learning for multilingual pupils in pull-out classes (2025)Teachers’ perspectives toward…Research agenda on well-being and language education (2025)Research agenda on well-being…Unpacking in-service EFL teachers’ professional learning in a study abroad teacher education programme: an ecological perspective (2024)Unpacking in-service EFL teac…Dynamic Changes in Pre‐Service Language Teacher Well‐Being in the Classroom Ecology: A Micro Approach (2023)Dynamic Changes in Pre‐Servic…Emotion and identity construction in teachers of young learners of English: An ecological perspective (2022)Emotion and identity construc…School Teachers’ Perceptions of Similarities and Differences between Teaching English and a Non‐Language Subject (2021)School Teachers’ Perceptions …A Tale of Three Excellent Chinese EFL Teachers: Unpacking Teacher Professional Qualities for Their Sustainable Career Trajectories from an Ecological Perspective (2021)A Tale of Three Excellent Chi…Content and Language Integrated Learning: A Duoethnographic Study about CLIL Pre-Service Teacher Education in Argentina and Spain (2020)Content and Language Integrat…School Teacher: A Sociological Study. (1976)Teacher Commitment, Working Conditions, and Differential Incentive Policies (1993)The Effects of Servant Leadership Behaviours of School Principals on Teachers’ Job Satisfaction (2009)Autonomy, workload, work-life balance and job performance among teachers (2018)When Fulfillment is Not Enough: Early Childhood Teacher Occupational Burnout and Turnover Intentions from a Job Demands and Resources Perspective (2020)The Satisfaction With Life Scale (1985)Development and validation of brief measures of positive and negative affect: The PANAS scales. (1988)Bias in meta-analysis detected by a simple, graphical test (1997)Leisure engagement and subjective well-being: A meta-analysis. 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(1995)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)‘Like a rug had been pulled from under you’: The impact of COVID‐19 on teachers in England during the first six weeks of the UK lockdown (2020)Teacher job satisfaction: the importance of school working conditions and teacher characteristics (2020)Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers (2021)The History of Sexuality (1976)Flow: the psychology of optimal experience (1990)Building Early Career Teacher Resilience: The Role of Relationships (2013)Promoting early career teacher resilience: a framework for understanding and acting (2014)Reflective Practitioner (2014)Studying science teacher identity: current insights and future research directions (2014)Meta-analysis in clinical trials (1986)Quantifying heterogeneity in a meta‐analysis (2002)Promoting Well-Being: The Contribution of Emotional Intelligence (2016)How Efficient Are Emotional Intelligence Trainings: A Meta-Analysis (2017)Emotional Intelligence and Psychological Well-Being in Adolescents (2019)Content-and-Language Integrated Learning: From Practice to Principles? (2011)Content and Language Integrated Learning (2012)Own-language use in language teaching and learning (2012)Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education (2005)The Bioecological Model of Human Development (2007)The Lifelong Effects of Early Childhood Adversity and Toxic Stress (2011)Personality and Subjective Well-Being (2009)Subjective Well-Being: A General Overview (2009)Subjective well-being and adaptation to life events: A meta-analysis. (2011)CLIL research in Europe: past, present, and future (2011)Pedagogies and Practices in Multilingual Classrooms: Singularities in Pluralities (2011)
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References

  • 1979The Ecology of Human Development25,962 cited
  • 2008The Science of subjective well-being1,616 cited
  • 2005The Experience of Work-Related Stress across Occupations1,538 cited
  • 2010CLIL1,503 cited
  • 2011Teacher Wellbeing: The Importance of Teacher–Student Relationships1,095 cited
  • 2007Discourse in Content and Language Integrated Learning (CLIL) Classrooms831 cited
  • 2010A meta‐analytic examination of the relationship between job satisfaction and subjective well‐being661 cited
  • 2015The relation between emotional intelligence and subjective well-being: A meta-analytic investigation611 cited
  • 2005The Relationship between Teacher Autonomy and Stress, Work Satisfaction, Empowerment, and Professionalism547 cited
  • 2010The New Lives of Teachers499 cited
  • 2018Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship434 cited
  • 1996Even Teachers Get the Blues: Recognizing and Alleviating Language Teachers' Feelings of Foreign Language Anxiety290 cited
  • 2012Balancing Content and Language in Instruction: The Experience of Immersion Teachers284 cited
  • 2013The power of beliefs: lay theories and their influence on the implementation of CLIL programmes193 cited
  • 2011

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The European Framework for CLIL Teacher Education
149 cited
  • 2016Helping Language Teachers to Thrive: Using Positive Psychology to Promote Teachers’ Professional Well-Being147 cited
  • Cited by

    • 2021A Tale of Three Excellent Chinese EFL Teachers: Unpacking Teacher Professional Qualities for Their Sustainable Career Trajectories from an Ecological Perspective88 cited
    • 2022Emotion and identity construction in teachers of young learners of English: An ecological perspective61 cited
    • 2020Content and Language Integrated Learning: A Duoethnographic Study about CLIL Pre-Service Teacher Education in Argentina and Spain52 cited
    • 2021School Teachers’ Perceptions of Similarities and Differences between Teaching English and a Non‐Language Subject32 cited
    • 2025Research agenda on well-being and language education26 cited
    • 2023Dynamic Changes in Pre‐Service Language Teacher Well‐Being in the Classroom Ecology: A Micro Approach26 cited
    • 2024Unpacking in-service EFL teachers’ professional learning in a study abroad teacher education programme: an ecological perspective12 cited
    • 2025Teachers’ perspectives towards German language learning for multilingual pupils in pull-out classes3 cited