Abós, Á., Haerens, L., Sevil, J., Aelterman, N., & García-González, L. (2018). Teachers’ motivation in relation to their psychological functioning and interpersonal style: A variable-and person-centered approach.
Teaching and Teacher Education, 74,
21-34.
https://doi.org/10.1016/j.tate.2018.04.010
Agheshteh, H., & Mehrpour, S. (2021). Teacher autonomy and supervisor authority: Power dynamics in language teacher supervision in Iran.
Iranian Journal of Language Teaching Research, 9(1), 87-106.
https://dx.doi.org/10.30466/ijltr.2021.120977
Aldridge, J., & Ala’I, K. (2013). Assessing students’ views of school climate: Developing and validating the What’s Happening in This School (WHITS) questionnaire.
Improving Schools, 16(1), 47-66.
https://doi.org/10.1177/1365480212473680
Ames, C. (1992). Classrooms: Goals, structures, and student motivation.
Journal of Educational Psychology, 84, 261-271.
https://doi.org/10.1037/0022-0663.84.3.261
Appleton, P. R., & Duda, J. L. (2016). Examining the interactive effects of coach-created empowering and disempowering climate dimensions on athletes’ health and functioning.
Psychology of sport and exercise, 26, 61-70.
https://doi.org/j.psysport.2016.06007
Ashford, S. J. (1986). Feedback-seeking in individual adaptation: A resource perspective.
Academy of Management Journal, 29(3), 465-487.
https://doi.org/10.5465/256219
Bahrami, M., & Moradkhani, S. (2019). A comparison of public school and private institute EFL teachers' burnout.
Technology of Education Journal (TEJ), 13(3), 626-637.
https://dx.doi.org/10.22061/jte.2018.3542.1890
Bardach, L., & Klassen, R. M. (2021). Teacher motivation and student outcomes: Searching for the signal.
Educational Psychologist, 56(4), 283-297.
https://doi.org/10.1080/00461520.2021.1991799
Barnes, N., Fives, H., Matthews, J. S., & SaizdeLaMora, K. M. (2018). A person-centered approach to understanding teachers' classroom practices and perceived school goal structures.
The Teacher Educator, 53(4), 401-415.
https://doi.org/10.1080/08878730.2018.1443539
Bartholomew, K. J., Ntoumanis, N., Cuevas, R., & Lonsdale, C. (2014). Job pressure and ill-health in physical education teachers: The mediating role of psychological need thwarting.
Teaching and Teacher Education, 37, 101-107.
https://doi.org/10.1016/j.tate.2013.10.006
Butler, R. (2007). Teachers’ achievement goal orientations and associations with teachers’ help seeking: Examination of a novel approach to teacher motivation.
Journal of Educational Psychology, 99(2), 241–252.
https://doi.org/10.1037/0022- 0663.99.2.241
Cano-García, F. J., Padilla-Muñoz, E. M., & Carrasco-Ortiz, M. Á. (2005). Personality and contextual variables in teacher burnout.
Personality and Individual Differences, 38(4), 929-940.
https://doi.org/10.1016/j.paid.2004.06.018
Catalán, Á. A., Serrano, J. S., Lucas, J. M. A., Clemente, J. A. J., & García-González, L. (2018). An integrative framework to validate the Need-Supportive Teaching Style Scale (NSTSS) in secondary teachers through exploratory structural equation modeling.
Contemporary Educational Psychology, 52, 48-60.
https://doi.org/10.1016/j.cedpsych.2018.01.001
Cavanaugh, T. (2019).
Perceptual differences in school climate between administrators and teachers within Christian schools [PhD dissertation, Liberty University]. Liberty University Research Repository.
https://digitalcommons.liberty.edu/doctoral/2284/
Cho, Y., & Shim, S. S. (2013). Predicting teachers' achievement goals for teaching: The role of perceived school goal structure and teachers' sense of efficacy.
Teaching and Teacher Education, 32, 12-21.
https://doi.org/10.1016/j.tate.2012.12.003
Collie, R. J., Bostwick, K. C., & Martin, A. J. (2020). Perceived autonomy support, relatedness with students, and workplace outcomes: An investigation of differences by teacher gender.
Educational Psychology, 40(3), 253-272.
https://doi.org/10.1080/01443410.2019.1663791
Collie, R. J., Granziera, H., & Martin, A. J. (2018). Teachers’ perceived autonomy support and adaptability: An investigation employing the job demands-resources model as relevant to workplace exhaustion, disengagement, and commitment.
Teaching and Teacher Education, 74, 125-136.
https://doi.org/10.1016/j.tate.2018.04.015
Daumiller, M., Fasching, M. S., Dickhäuser, O., & Dresel, M. (2023). Teachers’ achievement goals and teaching practices: A standardized lesson diary approach.
Teaching and Teacher Education, 127, 104079.
https://doi.org/10.1016/j.tate.2023.104079
DeVellis, R. F. (2016). Scale development: Theory and applications (Vol. 26). Sage Publications.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior.
Psychological Inquiry, 11, 227-268.
https://doi.org/10.1207/S15327965PLI1104_01
Dickhauser, O., Butler, R., & Toenjes, B. (2007). Achievement goals and attitudes to help seeking among pre-service teachers.
Journal of Developmental and Educational Psychology, 39, 120–126.
https://doi.org/10.1026/0049-8637.39.3.120
Duda, J. L. (2013). The conceptual and empirical foundations of Empowering Coaching™: Setting the stage for the PAPA project. International
Journal of Sport and Exercise Psychology, 11(4), 311-318.
https://doi.org/10.1080/1612197X.2013.839414
Duda, J. L., & Balaguer, I. (2007). Coach-created motivational climate. In S. Jowett & D. Lavallee (Eds.), Social psychology in sport (pp. 117-130). Human Kinetics.
Eagly, A. H., & Wood, W. (2012). Social role theory. In P. A. M. Van Lange, A. W. Kruglanksi, & E. T. Higgins (Eds.),
Handbook of theories of social psychology (Vol. 2, pp. 458-476). Sage Publications Ltd.
https://doi.org/10.4135/9781446249222.n49
Ebersold, S., Rahm, T., & Heise, E. (2019). Autonomy support and well-being in teachers: differential mediations through basic psychological need satisfaction and frustration.
Social Psychology of Education, 22(4), 921-942.
https://doi.org/10.1007/s11218-019-09499-1
Erentaitė, R., & Vosylis, R. (2025). Perceived goal structures and student outcomes: Consistency of motivational experiences within and across classrooms.
Learning and Individual Differences, 117, 102594.
https://doi.org/10.1016/j.lindif.2024.102594
Eyal, O., & Kark, R. (2004). How do transformational leaders transform organizations? A study of the relationship between leadership and entrepreneurship.
Leadership and Policy in Schools, 3(3), 211-235.
https://doi.org/10.1080/15700760490503715
Eyal, O., & Roth, G. (2011). Principals' leadership and teachers' motivation: Self‐determination theory analysis.
Journal of Educational Administration.49(3), 256-275.
https://doi.org/10.1108/09578231111129055
Fernet, C., Guay, F., Sen´ecal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors.
Teaching and Teacher Education, 28(4), 514–525.
https://doi.org/10.1016/j. tate.2011.11.013
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Pearson Prentice Hall.
Janssen, O., & Prins, J. (2007). Goal orientations and the seeking of different types of feedback information.
Journal of Occupational and Organizational Psychology, 80, 235–249.
https://doi.org/10.1348/096317906X103410
Jöreskog, K. G., & Sörbom, D. (1996). LISREL 8: User’s reference guide. Scientific Software International.
Klassen, R. M., Perry, N. E., & Frenzel, A. C. (2012). Teachers' relatedness with students: An underemphasized component of teachers' basic psychological needs.
Journal of Educational Psychology, 104(1), 150-165.
https://psycnet.apa.org/doi/10.1037/a0026253
Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Engagement and emotional exhaustion in teachers: Does the school context make a difference?
Applied Psychology, 57, 127-151.
https://doi.org/10.1111/j.1464-0597.2008.00358.x
Kumar, R. (2006). Students’ experiences of home–school dissonance: The role of school academic culture and perceptions of classroom goal structures.
Contemporary Educational Psychology, 31(3), 253-279.
https://doi.org/10.1016/j.cedpsych.2005.08.002
Kurland, H. (2018). School leadership that leads to a climate of care.
International Journal of Leadership in Education, 22(6), 706-730.
https://doi.org/10.1080/13603124.2018.1529818
Lauermann, F., & König, J. (2016). Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout.
Learning and Instruction, 45, 9-19.
https://doi.org/10.1016/j.learninstruc.2016.06.006
Maehr, M. L. (2001). Goal theory is not dead—Not yet, anyway: A reflection on the special issue.
Educational Psychology Review, 13(2), 177-185.
https://doi.org/10.1023/A:1009065404123
Mageau, G. A., & Vallerand, R. J. (2003). The coach–athlete relationship: A motivational model.
Journal of Sports Science, 21(11), 883-904.
https://doi.org/10.1080/0264041031000140374
Maslach, C., Jackson, S., E., & Leiter, M., P. (1996). Maslach burnout inventory manual (3rd ed.). CPP, Inc.
Nicholls, J. G. (1989). The competitive ethos and democratic education. Harvard University Press.
Noonan, J. (2004). School climate and the safe school: Seven contributing factors.
Educational Horizons, 83(1), 61-65.
http://www.jstor.org/stable/42926526
Norouzi, M., & ShayesteFar, P. (2025). From Inspiration to Impact: Elevating EFL Teacher Achievement through a Supportive Climate.
Journal of Foreign Language Teaching and Translation Studies, 10(2), 31-44.
https://doi.org/10.22034/efl.2025.529453.1351
Norouzi, M., Kiany, G. R., ShayesteFar, P., & Allami, H. (2021). The 2× 2 standards and standpoints measure of EFL teachers’ achievement goals: Model revision and relations with affective and behavioral outcomes.
Studies in Educational Evaluation, 70, 101011.
https://doi.org/10.1016/j.stueduc.2021.101011
Oder, T., & Eisenschmidt, E. (2018). Teachers’ perceptions of school climate as an indicator of their beliefs of effective teaching.
Cambridge Journal of Education, 48(1), 3-20.
https://doi.org/10.1080/0305764X.2016.1223837
Orsini, C. A., Tricio, J. A., Segura, C., & Tapia, D. (2020). Exploring teachers’ motivation to teach: A multisite study on the associations with the work climate, students’ motivation, and teaching approaches.
Journal of Dental Education, 84(4), 429-437.
https://doi.org/10.1002/jdd.12050
Papi, M., & Teimouri, Y. (2012). Dynamics of selves and motivation: A cross‐sectional study in the EFL context of Iran.
International Journal of Applied Linguistics, 22(3), 287-309.
https://doi.org/10.1111/j.1473-4192.2012.00312.x
Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: a critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879.
Reinboth, M., Duda, J. L., & Ntoumanis, N. (2004). Dimensions of coaching behavior, need satisfaction, and the psychological and physical welfare of young athletes.
Motivation and Emotion, 28(3), 297-313.
https://doi.org/10.1023/B:MOEM.0000040156.81924.b8
Retelsdorf, J., Butler, R., Streblow, L., & Schiefele, U. (2010). Teachers’ goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout.
Learning and Instruction, 20, 30–46.
https://doi.org/10.1016/j.learninstruc.2009.01.001
Salokangas, M., Wermke, W., & Harvey, G. (2020). Teachers’ autonomy deconstructed: Irish and Finnish teachers’ perceptions of decision-making and control.
European Educational Research Journal, 19(4), 329-350.
https://doi.org/10.1177/1474904119868378
Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations.
Teaching and Teacher Education, 26(4), 1059-1069.
https://doi.org/10.1016/j.tate.2009.11.001
Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion.
Teaching and Teacher Education, 27(6), 1029-1038.
https://doi.org/10.1016/j.tate.2011.04.001
Skaalvik, E. M., & Skaalvik, S. (2017). Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion.
Teaching and Teacher Education, 67, 152-160.
https://doi.org/10.1016/j.tate.2017.06.006
Taylor, I. M., & Ntoumanis, N. (2007). Teacher motivational strategies and student self-determination in physical education.
Journal of Educational Psychology, 99(4), 747.
https://psycnet.apa.org/doi/10.1037/0022-0663.99.4.747
Thrash, T. M., & Elliot, A. J. (2001). Delimiting and integrating achievement motive and goal constructs. In A. Efklides, J. Kuhl & R. M. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 3-21). Springer.
Tuckey, M., Brewer, N., & Williamson, P. (2002). The influence of motives and goal orientation on feedback seeking.
Journal of Occupational and Organizational Psychology, 75, 195-216.
https://doi.org/10.1348/09631790260098677
Uslukaya, A., & Demirtas, Z. (2023). Can a supportive supervisor be a treasure for teachers? A multilevel analysis of the relationship between perceived supervisor support, work engagement, and burnout.
Psychology in the Schools, 60(11), 4667-4685.
https://doi.org/10.1002/pits.23006
VandeWalle, D. (2003). A goal orientation model of feedback-seeking behavior.
Human Resource Management Review, 13, 581-604.
https://doi.org/10.1016/j.hrmr.2003.11.004
VandeWalle, D., & Cummings, L. L. (1997). A test of the influence of goal orientation on the feedback seeking process.
Journal of Applied Psychology, 82, 390-400.
https://psycnet.apa.org/doi/10.1037/0021-9010.82.3.390
VandeWalle, D., Ganesan, S., Challagalla, G. N., & Brown, S. P. (2000). An integrated model of feedback-seeking behavior: Disposition, context, and cognition.
Journal of Applied Psychology, 85, 996-1003.
https://doi.org/10.1037/0021-9010.85.6.996
Villa, A., & Calvete, E. (2001). Development of the teacher self-concept evaluation scale and its relation to burnout.
Studies in Educational Evaluation, 27(3), 239-255.
https://doi.org/10.1016/S0191-491X(01)00028-1
Wang, X., Yang, L., Chen, K., & Zheng, Y. (2024). Understanding teacher emotional exhaustion: exploring the role of teaching motivation, perceived autonomy, and teacher–student relationships.
Frontiers in Psychology, 14, 1342598.
https://doi.org/10.3389/fpsyg.2023.1342598
Ware, H. W., & Kitsantas, A. (2011). Predicting teacher commitment using principal and teacher efficacy variables: An HLM approach.
The Journal of Educational Research, 104(3), 183-193.
https://doi.org/10.1080/00220671003638543
