حاجی‌زاده، ابراهیم و اصغری، محمد (1390). روش‌های و تحلیل‌های آماری با نگاه به روش تحقیق در علوم زیستی و بهداشتی. جهاد دانشگاهی. چاپ اول.
قربانی، زینب (1396). رابطة نیرومندهای منشی معلمان با خودکارآمدی ادراک شدة آنها برای آموزش اخلاقی دانش‌آموزان: نقش واسطه‌ای رفتار رابطة بین فردی معلم. پایان‌نامه کارشناسی ارشد. دانشگاه شهید بهشتی.
موحدی، محمد حسن (1395). رابطه بین نیرومندی‌های منشی و رفتارهای سلامت با نقش واسطه‌ای هیجانات در معلمان. پایان‌نامه کارشناسی ارشد. دانشگاه آزاد اسلامی، واحد تهران مرکز.
میرهاشمی روته، زهرا (1396). رابطة باورهای خودکارآمدی ادراک شده و رفتار رابطة بین‌فردی معلم دانش‌آموز: نقش واسطه‌ای هیجانات معلم. پایان‌نامه کارشناسی ارشد. دانشگاه آزاد اسلامی، واحد تهران مرکز.
نوری، انور؛ شکری، امید و شریفی، مسعود (1392). تنیدگی شغلی و بهزیستی عاطفی معلمان: آزمون الگوی اثر میانجی‌گر باورهای خودکارآمدی. فصلنامة روانشناسی کاربردی، سال هفتم، شماره 4 (28)، 76-59.
Bandura, A. (2002). Social cognitive theory in cultural context. Applied Psychology: An International Review, 51, 269-290.
Beck, C. T., & Gable, R. K. (2001). Ensuring content validity: An illustration of the process. Journal of Nursing Measurement, 9(2), 201-215.
Becker, E. S., Goetz, T., Morger, V. & Ranellucci, J. (2014). The importance of teachers' emotions and instructional behavior for their students' emotionseAn experience sampling analysis. Teaching and Teacher Education, 43, 15-26.
Brackett, M. A., Floman, J. L., Ashton-James, C., Cherkasskiy, L., & Salovey, P. (2013). The influence of teacher emotion on grading practices: A preliminary look at the evaluation of student writing. Teachers and Teaching: Theory and Practice, 19(6), 634-646.
Campbell, J., Kyriakides, L., Muijs, D., & Robinson, W. (2004). Assessing teacher effectiveness: Developing a differentiated model. London, England: Routledge Falmer.
Chang, M. L. (2013). Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping. Motivation and Emotion, 37, 799-817.
Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68-77.
Crawford, M. (2011). Rationality and emotions. In C. Day, & L. Chi-kin (Eds.), New understandings of teacher education: Emotions and educational change. LaVergne, TN: Springer.
Creemers, B. P., & Kyriakides, L. (2008). The dynamics of educational effectiveness: A contribution to policy, practice and theory in contemporary schools. Abingdon: Routledge.
Cross, D. I., & Hong, J. Y. (2012). An ecological examination of teachers' emotions in the school context. Teaching and Teacher Education, 28, 957-967.
Eaton, L. G., & Funder, D. C. (2001). Emotional experience in daily life: Valence, variability, and rate of change. Emotion, 1, 413-421.
Frenzel, A. C., Goetz, T., Stephens, E. J., & Jacob, B. (2009). Antecedents and effects of teachers' emotional experiences: an integrative perspective and empirical test. In P. A. Schutz, & M. Zembylas (Eds.), Advances in teacher emotions research: The impact on teachers lives (pp. 129e148). New York: Springer.
Gong, S., Chai, X., Duan, T., Zhong, L., & Jiao, Y. (2013). Chinese teachers' emotion regulation goals and strategies. Psychology, 4(11), 870-877.
Gumora, G., & Arsenio, W. F. (2002). Emotionality, emotion regulation, and school performance in middle school children. Journal of School Psychology, 40, 395-413.
Hagenauer, G., & Volet, S. E. (2014). “I don't hide my feelings, even though I try to”: Insight into teacher educator emotion display. Australian Educational Researcher, 41, 261-281.
Hargreaves, A. (1998). The emotional politics of teaching and teacher development: With implications for educational leadership. International Journal of Leadership Education, 1, 315-336.
Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record, 103(6), 1056-1080.
Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers' emotional responses to educational change. Teaching and Teacher Education, 21(8), 967-983.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525.
Jiang, J., Vauras, M., Volet, S., & Wang, Y. (2016). Teachers' emotions and emotion regulation strategies: Self- and students' perceptions. Teaching and Teacher Education, 54, 22-31.
Ju, C., Lan, J., Li, Y., Feng, W. & You, X. (2015). The mediating role of workplace social support on the relationship between trait emotional intelligence and teacher burnout. Teaching and Teacher Education, 51, 58-67.
Kington, A., Sammons, P., Day, C. & Regan, E. (2011). Stories and statistics: Describing a mixed methods study of effective classroom practice. Journal of Mixed Methods Research, 5(2), 103-125.
Kline, R. B. (2005). Principles and Practice of Structural Equation Modeling (2ndedition). New York, NY: Guilford Press.
Lee, J. C. K., & Yin, H. B. (2011). Teachers' emotions and professional identity in curriculum reform: A Chinese perspective. Journal of Educational Change, 12(1), 25-46.
Lee, J. C. K., Huang, Y. X. H., Law, E. H. F., &Wang, M. H. (2013). Professional identities and emotions of teachers in the context of curriculum reform: A Chinese perspective. Asia-Pacific Journal of Teacher Education, 41(3), 271-287.
Marsella, A. J. & Leong, F. T. L. (1995). Cross-cultural issues in personality and career assessment. Journal of Career Assessment, 3, 202–218.
Marshak, D. (1996). The emotional experience of school change: Resistance, loss, and grief. NASSP Bulletin, 80(577), 72-77.
Martin, A. J. (2002). Motivation and academic resilience: developing a model for student enhancement. Australian Journal of Education, 46, 34-49.
Martin, A. J. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. British Journal of Educational Psychology, 77, 413-440.
Martin, A. J. (2008). Motivation and engagement in diverse performance settings: testing their generality across school, university/college, work, sport, music, and daily life. Journal of Research in Personality, 42, 1607-1612.
Martin, A. J. (2009). Motivation and engagement in the workplace: examining a multidimensional framework and instrument from a measurement and evaluation perspective. Measurement and Evaluation in Counseling and Development, 41, 223-243.
Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: Association for Supervision and Curriculum Development.
McAdams, D. (2009). The moral personality. In D. Narvaez & D. K. Lapsley, (Eds.) Personality, identity, and character: Explorations in moral psychology (pp. 11-29). New York: Cambridge University Press.
Meyers, L. S., Gamest. G., & Goarin, A. J. (2006). Applied multivariate research, design and interpretation. Thousand oaks. London. New Deihi, Sage publication.
Oplatka, I. & Eizenberg, M. (2007). The perceived significance of the supervisor, the assistant, and parents for career development and survival of beginning kindergarten teachers. Teaching and Teacher Education, 23, 339-354.
Rigotti, T., Schyns, B. & Mohr, G. (2008). A short version of the occupational self-efficacy scale: structural and construct validity across five countries. Journal of Career Assessment, 16 (2), 238–255.
Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Barreau, S., et al. (2008). Effective pre-school and primary education 3-11Project (EPPE3-11): The influence of school and teaching quality on children's progress in primary school, research report DCSF-RR028. Institute of Education, University of London. San Diego: Academic Press, ISBN 9781847751225.
Saunders, R. (2013). The role of teacher emotions in change: Experiences, patterns and implications for professional development. Journal of Educational Change, 14, 303-333.
Schutz, P. A. & Zembylas, M. (2009). Advances in teacher emotion research: The impact on teachers' lives. Dordrecht, The Netherlands: Springer.
Schwarzer, R. & Hallum, S. (2008). Perceived teacher self-efficacy as a predictor of job stress and burnout: Mediation analyses. Applied Psychology: An International Review, 57, 152–171.
Schwarzer, R. & Knoll, N. (2007). Functional roles of social support within the stress and coping process: A theoretical and empirical overview. International Journal of Psychology, 42, 243–252.
Stecher, B. & Borko, H. (2002). Combining surveys and case studies to examine standards-based educational reforms. Los Angeles: Center for the Study of Evaluation (CSE Tech. Rep. 565).
Sutton, R. E. (2005). Teachers' emotions and classroom effectiveness: Implications from recent research. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 78(5).
Sutton, R. E. & Wheatley, K. F. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15, 327-358.
Taxer, J. L. & Frenzel, A. C. (2015). Facets of teachers' emotional lives: A quantitative investigation of teachers' genuine, faked, and hidden emotions. Teaching and Teacher Education, 49, 78-88.
Teddlie, C., Creemers, B., Kyriakides, L., Muijs, D. & Yu, F. (2006). The international system for teacher observation and feedback: Evolution of an international study of teacher effectiveness constructs. Educational Research and Evaluation, 12, 561-582.
Torquati, J. C. & Raffaelli, M. (2004). Daily experiences of emotions in social contexts of securely and insecurely attached young adults. Journal of Adolescent Research, 19, 740-758.
Trigweel, K. (2012). Relations between teachers' emotions in teaching and their approaches to teaching in higher education. Instructional Science, 40, 607-621.
Van Veen, K. & Sleegers, P. (2006). How does it feel? Teachers' emotions in a context of change. Journal of Curriculum Studies, 38(1), 85-111.
Watson, D., Clark, L. A. & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: the PANAS scales. Journal of Personality and Social Psychology, 54, 1063–1070.
Zembylas, M. (2005a). Discursive practices, genealogies, and emotional rules: A poststructuralist view on emotion and identity in teaching. Teaching and Teacher Education, 21(8), 935-948.
Zembylas, M. (2005b). Teaching with emotion: A postmodern enactment. Greenwich, CT: Information Age.
)