Acton, R., & Glasgow, P. (2015). Teacher wellbeing in neoliberal contexts: A review of the literature. Australian Journal of Teacher Education (Online), 40(8), 99-114. 

Alam, A. (2022). Positive psychology goes to school: conceptualizing students’ happiness in 21st century schools while ‘minding the mind!’are we there yet? Evidence-backed, school-based positive psychology interventions. ECS Transactions, 107(1), 11199.    

Aldrup, K., Klusmann, U., Ludtke, O., Göllner, R., & Trautwein, U. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and instruction, 58, 126-136. 

Alrefaei, N. (2015). Teachers’ sense of efficacy: Examining the relationship of teacher efficacy and student achievement.  [Doctoral dissertation, Arkansas University]. Retrieved from http://scholarworks.uark.edu/etd/1192 

Alves, R., Lopes, T., & Precioso, J. (2021). Teachers' well-being in times of Covid-19 pandemic: factors that explain professional well-being. IJERI: International Journal of Educational Research and Innovation, (15), 203-217. 

Anjum, S. A., Xie, X., Wang, L. C., Saleem, M. F., Man, C., & Lei, W. (2011). Morphological, physiological and biochemical responses of plants to drought stress. African journal of agricultural research, 6(9), 2026-2032. 

Ardi, Z., Eseadi, C., Yuniarti, E., Yendi, F. M., & Murni, A. W. (2023). Efficacy of Cognitive Behavioral Therapy with Local Wisdom and Web-Based Counseling on Generalized Anxiety Disorders and Functional Gastrointestinal Disorders in 

Adolescent College Girls: Protocol for a Randomized Controlled Trial. JMIR research protocols, 12(1), e50316. 

Aulen, A. M., Pakarinen, E., Feldt, T., & Lerkkanen, M. K. (2021). Teacher coping profilesinrelation to teacher well-being: A mixed method approach. Teaching and Teacher Education, 102, 103323. 

Baidu. (2023). A brief introduction of Yinchuan. https://baike.baidu.com/item/%E9%93%B6%E5%B7%9D%E5%B8%82/129181?fr=ge_ala 

Baistaman, J., Awang, Z., Afthanorhan, A., & Rahim, M. Z. A. (2020). Developing and validating the measurement model for financial literacy construct using confirmatory factor analysis. Humanities and Social Science Review, 8(2), 413-422. 

Baker, C. N., Peele, H., Daniels, M., Saybe, M., Whalen, K., Overstreet, S., & The New Orleans, T. I. S. L. C. (2021). The experience of COVID-19 and its impact on teachers’ mental health, coping, and teaching. School Psychology Review, 50(4), 491-504. 

Bandura, A., & Adams, N. E. (1977a). Analysis of self-efficacy theory of behavioral change. Cognitive therapy and research, 1(4), 287-310. 

Bandura, A. (1977b). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191. 

Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ, 1986(23-28), 2. 

Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman. 

Banks, T., & Zionts, P. (2009). Teaching a cognitive behavioral strategy to manage emotions rational emotive behavior therapy in an educational setting. Intervention in School and Clinic, 44(5), 307-313. 

Banerjee, D., & Rai, M. (2020). Social isolation in Covid-19: The impact of loneliness. International journal of social psychiatry, 66(6), 525-527. 

Bao, X., Xue, S., & Kong, F. (2015). Dispositional mindfulness and perceived stress: The role of emotional intelligence. Personality and Individual Differences, 78, 48-52. 

Barni, D., Danioni, F., & Benevene, P. (2019). Teachers’ self-efficacy: The role of personal values and motivations for teaching. Frontiers in psychology, 10, 465388. 

Barrett, P. (2007). Structural equation modelling: Adjudging model fit. Personality and Individual differences, 42(5), 815-824. 

Barrios, M. (2016). Comparing emotional intelligence levels in teachers of the year in elementary school, middle school, and high school and how their emotional intelligence traits are exhibited in the classroom (Publication No. 10108344) [Doctoral dissertation, Wilmington University]. ProQuest Dissertations & Theses Global. 

Beck, C. (2014). Teacher effectiveness, teacher self-efficacy and student achievement. Azusa Pacific University. 

Bell, M. A., & Wolfe, C. D. (2004). Emotion and cognition: An intricately bound developmental process. Child development, 75(2), 366-370. 

Bell, E., Bryman, A., & Harley, B. (2022). Business research methods. Oxford university press. 

Beltman, S., Mansfield, C., & Price, A. (2011). Thriving not just surviving: A review of  research on teacher resilience. Educational Research Review, 6(3), 185–207. 

Bentea, C. C. (2017). Teacher self-efficacy, teacher burnout and psychological well-being. European Proceedings of Social and Behavioural Sciences. 

Bhattacherjee, A. (2012). Social science research: Principles, methods, and practices. University of South Florida Tampa, Florida, USA. 

Biggs, A., Brough, P., & Drummond, S. (2017). Lazarus and Folkman's psychological stress and coping theory. The handbook of stress and health: A guide to research and practice, 349-364. 

Birknerova, Z. (2011). Social and emotional intelligence in school environment. Asian Social Science, 7(10), 241-248. 

Bonner, C. F. (2015). Moderating effects of coping self-efficacy and coping diversity in the stress health relationship in African American college students. Old Dominion University. 

Bottiani, J. H., Duran, C. A., Pas, E. T., & Bradshaw, C. P. (2019). Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices. Journal of School Psychology, 77, 36-51. 

Brackett, M. A., Reyes, M. R., Rivers, S. E., Elbertson, N. A., & Salovey, P. (2012). Assessing teachers’ beliefs about social and emotional learning. Journal of Psychoeducational Assessment, 30(3), 219-236. 

Bradberry, T., & Greaves, J. (2009). Emotional intelligence 2.0. San Diego, CA: Talent Smart. 

Braun, S. S., Roeser, R. W., Mashburn, A. J., & Skinner, E. (2019). Middle school teachers’ mindfulness, occupational health and well-being, and the quality of teacher-student interactions. Mindfulness, 10, 245-255. 

Bricheno, P., Brown, S., & Lubansky, R. (2009). Teacher well-being: A review of the evidence. Teacher Support Network. Accessed, 22, 2015. 

Brown, C. G. (2012). A systematic review of the relationship between self-efficacy and burnout in teachers. Educational and Child Psychology, 29(4), 47. 

Buettner, C. K., Jeon, L., Hur, E., & Garcia, R. E. (2016). Teachers’ social–emotional capacity: Factors associated with teachers’ responsiveness and professional commitment. Early Education and Development, 27(7), 1018-1039. 

Cabanas, E., & González-Lamas, J. (2022). A critical review of positive education: challenges and limitations. Social Psychology of Education, 25(5), 1249-1272. 

Cefai, C., & Cavioni, V. (2014). Social and emotional education in primary school: Integrating theory and research into practice. New York, NY: Springer. 

Calkins, L., Yoder, P., & Wiens, P. (2021). Renewed purposes for social studies teacher preparation: An analysis of teacher self-efficacy and initial teacher education. Journal of Social Studies Education Research, 12(2), 54-77. 

Cameron, M., & Lovett, S. (2015). Sustaining the commitment and realising the potential of highly promising teachers. Teachers and Teaching, 21(2), 150-163. 

Cansoy, R., Parlar, H., & Turkoglu, M. E. (2020). A Predictor of Teachers’ Psychological Well-Being: Teacher Self-Efficacy. International Online Journal of Educational Sciences, 12(4). 

Garcia-Alvarez, L., de la Fuente-Tomás, L., García-Portilla, M. P., Saiz, P. A., Lacasa, C. M., Dal Santo, F., ... & Bobes, J. (2020). Early psychological impact of the 2019 coronavirus disease (COVID-19) pandemic and lockdown in a large Spanish sample. Journal of global health, 10(2). 

Garcia-Alvarez, D., Soler, M. J., & Achard-Braga, L. (2021). Psychological well-being in teachers during and post-covid-19: Positive psychology interventions. Frontiers in psychology, 12, 769363. 

Carmen, Beck. (2014). Teacher effectiveness, teacher self-efficacy and student achievement. (Publication No. 3626233) [Doctoral dissertation, Azusa Pacific University]. ProQuest Dissertations & Theses Global. 

Carver, C. S. (1997). You want to measure coping but your protocol’s too long: Consider the brief COPE. International Journal of Behavioral Medicine, 4(1), 92-100.  

Carver-Thomas, D., & Darling-Hammond, L. (2017). Teacher turnover: Why it matters and what we can do about it. Learning Policy Institute. 

Capone, V., & Petrillo, G. (2020). Mental health in teachers: Relationships with job satisfaction, efficacy beliefs, burnout and depression. Current Psychology, 39, 1757-1766. 

Cazan, A. M., & Nastasa, L. E. (2015). Emotional intelligence, satisfaction with life and burnout among university students. Procedia-Social and Behavioral Sciences, 180, 1574-1578. 

Cefai, C., & Cavioni, V. (2014). Social and emotional education in primary school: Integrating theory and research into practice. New York, NY: Springer. 

Chan, D. W. (1998). Stress, coping strategies, and psychological distress among secondary school teachers in Hong Kong. American educational research journal, 35(1), 145-163. 

Chan, D. W. (2003). Hardiness and its role in the stress–burnout relationship among prospective Chinese teachers in Hong Kong. Teaching and teacher education, 19(4), 381-395. 

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. 

Chang, C. F. (2022). Teachers’ Social Goals, Self-Efficacy, and Well-Being: A Motivational Perspective on Teacher-Student Relationships and Classroom Climate. (Publication No. 30157882) [Doctoral dissertation, McGill University]. ProQuest Dissertations & Theses Global. 

Chang, C. F., Hall, N. C., Lee, S. Y., & Wang, H. (2022). Teachers' social goals and classroom engagement: The mediating role of teachers' self-efficacy. International Journal of Educational Research, 113, 101952. 

Chao, C. N. G., Forlin, C., & Ho, F. C. (2016). Improving teaching self-efficacy for teachers in inclusive classrooms in Hong Kong. International Journal of Inclusive Education, 20(11), 1142-1154. 

Chavez, C., Rodriguez, M.C., Vue, K., Cabrera, J.C. (2019, April). A validity argument sensitivity analysis of social-emotional learning measures with few items.  [Conference presentation]. The annual meeting of the National Council on Measurement in Education, Toronto, Canada.https://conservancy.umn.edu/bitstream/handle/11299/203637/2019-few-items-NCME.pdf?sequence=1 

Cherry, K. (2020). Self-efficacy and why believing in yourself matters. VeryWellMind. Available online: https://www. verywellmind. com/what-is-self-efficacy-2795954  

Chin, W. W. (1998). Commentary: Issues and opinion on structural equation modeling. MIS quarterly, vii-xvi. 

China's Ministry of Education (2020). The Statistical communique of National Education Career development. Chinese Department of Education, Chinese Education Ministry. http://www.moe.gov.cn/jyb_sjzl/sjzl_fztjgb/202108/t20210827_555004.html 

Chodkiewicz, A. R., & Boyle, C. (2017). Positive psychology school-based interventions: A reflection on current success and future directions. Review of Education, 5(1), 60-86. 

Chuan, C. L., & Penyelidikan, J. (2006). Sample size estimation using Krejcie and Morgan and Cohen statistical power analysis: A comparison. Jurnal Penyelidikan IPBL, 7(1), 78-86. 

Churchill Jr, G. A. (1979). A paradigm for developing better measures of marketing constructs. Journal of marketing research, 16(1), 64-73. 

Ciarrochi, J., Chan, A. Y., & Bajgar, J. (2001). Measuring emotional intelligence in adolescents. Personality and individual differences, 31(7), 1105-1119. 

Coleman, S., & Elsner, J. (1995). Pilgrimage: Past and present in the world religions. Harvard University Press. 

Colley, R. C., Bushnik, T., & Langlois, K. (2020). Exercise and screen time during the COVID-19 pandemic. Health Rep, 31(6), 3-11. 

Collie, R. J., Shapka, J. D., & Perry, N. E. (2011). Predicting teacher commitment: The impact of school climate and social–emotional learning. Psychology in the Schools, 48(10), 1034-1048. 

Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of educational psychology, 104(4), 1189-1204. 

Collie, R. J., Shapka, J. D., Perry, N. E., & Martin, A. J. (2015). Teacher well-being: Exploring its components and a practice-oriented scale. Journal of Psychoeducational Assessment, 33(8), 744-756. 

Collie, R. J., Shapka, J. D., Perry, N. E., & Martin, A. J. (2016). Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need 

satisfaction, and personal characteristics. Journal of Educational Psychology, 108(6), 788. 

Collie, R. J., & Martin, A. J. (2017). Teachers' sense of adaptability: Examining links with perceived autonomy support, teachers' psychological functioning, and students' numeracy achievement. Learning and Individual Differences, 55, 29-39. 

Collie, R. J., Granziera, H., & Martin, A. J. (2019). Teachers' motivational approach: Links with students’ basic psychological need frustration, maladaptive engagement, and academic outcomes. Teaching and Teacher Education, 86, 102872. 

Compas, B. E., Jaser, S. S., Bettis, A. H., Watson, K. H., Gruhn, M. A., Dunbar, J. P., ... &Thigpen, J. C. (2017). Coping, emotion regulation, and psychopathology in childhood and adolescence: A meta-analysis and narrative review. Psychological bulletin, 143(9), 939. 

Compton, W. C., & Hoffman, E. (2019). Positive psychology: The science of happiness and flourishing. Sage Publications. 

Connelly, L. M. (2016). Cross-sectional survey research. Medsurg nursing, 25(5), 369. 

Corcoran, R. P., & O'Flaherty, J. (2022). Social and emotional learning in teacher preparation: Pre-service teacher well-being. Teaching and Teacher Education, 110, 103563. 

Coskun, K., Oksuz, Y., & Yilmaz, H. B. (2017). Ten years emotional intelligence scale (TYEIS): Its development, validity and reliability. International Journal of Assessment Tools in Education, 4(2), 122-133. 

Covid, C. D. C., Team, V. B. C. I., Birhane, M., Bressler, S., Chang, G., Clark, T., ... & Trujillo, A. (2021). COVID-19 vaccine breakthrough infections reported to 

CDC—United States, January 1–April 30, 2021. Morbidity and Mortality Weekly Report, 70(21), 792. 

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approach (2nd ed.). Sage publications. 

Cui, B., McCallum, F., & White, M. A. (2022). An exploration of rural Chinese teachers’ wellbeing: Insights from mixture modelling of latent profile analysis. International Journal of Chinese Education, 11(1), 2212585X221097719. 

Cummings, J., Lee, G., Mortsdorf, T., Ritter, A., & Zhong, K. (2017). Alzheimer's disease drug development pipeline: 2017. Alzheimer's & Dementia: Translational Research & Clinical Interventions, 3(3), 367-384. 

Dabrowski, A. (2020). Teacher wellbeing during a pandemic: Surviving or thriving? Social Education Research, 2(1), 35-40. 

Darling-Hammond, L., & Haselkorn, D. (2009). Reforming teaching: Are we missing the boat. Education Week, 28(27), 36-30. 

Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum Press. http://dx.doi.org/10.1007/978-1-4899-2271-7 

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(4), 227-268. 

Deci, E. L., & Ryan, R. M. (2008). Hedonia, eudaimonia, and well-being: An introduction. Journal of happiness studies, 9, 1-11. 

Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian psychology/Psychologie canadienne, 49(3), 182. 

Deci, E. L., & Ryan, R. M. (2011). Levels of analysis, regnant causes of behavior and well-being: The role of psychological needs. Psychological inquiry, 22(1), 17-22. 

Deci, E. L., & Ryan, R. M. (2013). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media. 

Dellinger, A. M. B. (2001). A study of the measurement and sources of teachers’ self and collective efficacy beliefs in professional learning environments. (Publication No. 3021424) [Doctoral dissertation, Louisiana State University University]. ProQuest Dissertations & Theses Global. 

Desrumaux, P., Lapointe, D., Sima, M. N., Boudrias, J. S., Savoie, A., & Brunet, L. (2015). The impact of job demands, climate, and optimism on well-being and distress at work: What are the mediating effects of basic psychological need satisfaction? European Review of Applied Psychology, 65(4), 179-188. 

Di, M., Jia, N., Wang, Q., Yan, W., Yang, K., & Kong, F. (2021). A bifactor model of the Wong and Law Emotional Intelligence Scale and its association with subjective well-being. The Journal of Positive Psychology, 16(4), 561-572. 

Dicke, T., Stebner, F., Linninger, C., Kunter, M., & Leutner, D. (2018). A longitudinal study of teachers’ occupational well-being: Applying the job demands-resources model. Journal of occupational health psychology, 23(2), 262-277. 

Diener, E. (1984). Subjective well-being. Psychological bulletin, 95(3), 542.  

Diener, E. (2009). Conclusion-The well-being science needed now. Social Indicators Research Series, 37, 267-271.  

Diener, E., & Chan, M. Y. (2011). Happy people live longer: Subjective well-being contributes to health and longevity. Applied Psychology: Health and Well-Being, 3(1), 1-43. 

Ding, L., Velicer, W. F., & Harlow, L. L. (1995). Effects of estimation methods, number of indicators per factor, and improper solutions on structural equation modeling fit indices. Structural Equation Modeling: A Multidisciplinary Journal, 2(2), 119-143. 

Diseth, Å. (2011). Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement. Learning and individual differences, 21(2), 191-195. 

Dolympia, J. (2019). The Relationship of Trait Emotional Intelligence, Self-Reported Burnout, and Exposure to Social and Emotional Learning in Teachers, Kindergarten through Twelfth Grade (Publication No. 10839194) [Doctoral dissertation, William James College]. ProQuest Dissertations & Theses Global. 

Doherty, J. (2020). A systematic review of literature on teacher attrition and school-related factors that affect it. Teacher Education Advancement Network Journal, 12(1), 75-84. 

Dos Santos, L. M. (2021). The relationship between workforce sustainability, stress, and career decision: A study of kindergarten teachers during the COVID-19 pandemic. Sustainability, 13(20), 11521. 

Dusenbury, L., Weissberg, R. P., Goren, P., & Domitrovich, C. (2014). State Standards to Advance Social and Emotional Learning: Findings from CASEL's State Scan of Social and Emotional Learning Standards, Preschool through High School, 2014. Collaborative for Academic, Social, and Emotional Learning. 

Dreer, B. (2020). Towards a better understanding of psychological needs of student teachers during field experiences. European Journal of Teacher Education, 43(5), 676-694. 

Earnshaw, V. A., Lang, S. M., Lippitt, M., Jin, H., & Chaudoir, S. R. (2015). HIV stigma and physical health symptoms: Do social support, adaptive coping, and/or identity centrality act as resilience resources? AIDS and Behavior, 19, 41-49. 

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, 921-942. 

Ellis, A. E. (1974). Experience and rationality: The making of a rational-emotive therapist. Psychotherapy: Theory, Research and Practice, 11(3), 194–198. 

Elias, M. (1997). The missing piece: Making the case for greater attention to social and emotional learning in the schools. Education Week, 17(5), 36–38. 

Elias, M. J. (2009). Social-emotional and character development and academics as a dual focus of educational policy. Educational Policy, 23(6), 831-846. 

Elizabeth Holmes. (2019). A practical guide to teacher well-being. UK: SAGE publications. 

Eseadi, C., Diale, B. M., Oloidi, F. J., Amanambu, O. V., & Umeano, B. C. (2023). School engagement of undergraduate history students: effect of REBT intervention. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 41(1), 209-221. 

Falecki, D. (2015). Teacher stress and wellbeing literature review. Teacher Wellbeing. 

Farmer, D. (2020). Teacher attrition: The impacts of stress. Delta Kappa Gamma Bulletin, 87(1), 41-50. 

Ferdig, R. E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (Eds.). (2020). Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field. Waynesville, NC: Association for the Advancement of Computing in Education. 

Ferguson, K., Frost, L., & Hall, D. (2012). Predicting teacher anxiety, depression, and job satisfaction. Journal of teaching and learning, 8(1),27-42. 

Field, A. (2009) Discovering Statistics Using SPSS (3nd ed.). London: Sage Publications.  

Figueroa, R. A., Cortés, P. F., Marín, H., Vergés, A., Gillibrand, R., & Repetto, P. (2022). The ABCDE psychological first aid intervention decreases early PTSD symptoms but does not prevent it: results of a randomized-controlled trial. European Journal of Psychotraumatology, 13(1), 2031829. 

Fincham, J. E. (2008). Response rates and responsiveness for surveys, standards, and the Journal. American journal of pharmaceutical education, 72(2),43. 

Fiorillo, A., & Gorwood, P. (2020). The consequences of the COVID-19 pandemic on mental health and implications for clinical practice. European psychiatry, 63(1), e32. 

Fitt, F. A. (2019). Predicting the Psychosocial Well-Being of Western Teachers Working in Higher Education in Asia (Publication No. 10839194A) [Doctoral dissertation, Azusa Pacific University]. ProQuest Dissertations & Theses Global. 

Fixsen, D. L., Blase, K. A., Naoom, S. F., & Wallace, F. (2009). Core implementation components. Research on social work practice, 19(5), 531-540. 

Flook, L., Goldberg, S., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout, and teaching efficacy. Mind, Brain, and Education, 7(3), 182-195. 

Flook, C. A. (2023). Exploring High-School Students' Positive Lived Experiences with School and Their Perceptions of Qualities that Make Good Teachers: A Phenomenological Study. 

Forgeard, M. J. C., Jayawickreme, E., Kern, M. & Seligman, M. E. P. (2011). Doing the right thing: Measuring well-being for public policy. International Journal of Well-being,1(1), 79-106.  

Fornell and D. F. Larcker. (1981). Evaluating structural equation models with unobservable variables and measurement error, Journal of marketing research, 18(2) pp. 39-50. 

Forman, S.G. & Barakat, N.M. (2011). Cognitive-behavioral therapy in the schools: Bringing research to practice through effective implementation. Psychology in the schools, 48, 283-296. 

Franke, G., & Sarstedt, M. (2019). Heuristics versus statistics in discriminant validity testing: a comparison of four procedures. Internet Research, 29(3), 430-447. 

Freire, C., Ferradas, M. D. M., Núñez, J. C., Valle, A., & Vallejo, G. (2019). Eudaimonic well-being and coping with stress in university students: The mediating/moderating role of self-efficacy. International journal of environmental research and public health, 16(1), 48. 

Garcia, F. E., Barraza-Peña, C. G., Wlodarczyk, A., Alvear-Carrasco, M., & Reyes-Reyes, A. (2018). Psychometric properties of the Brief-COPE for the evaluation of coping strategies in the Chilean population. Psicologia: Reflexao e Critica, 31. 

Gawas, A. G. A. (2022). Review of positive psychology applications in the field of education. Journal of Innovative Research in Teacher Education, 3(1).50-58. 

Gokalp, G. (2012). Effects of stress on teacher decision making. In C. J. McCarthy, R. G. Lambert, & A. Ullrich (Eds.), International perspectives on teacher stress (pp. 69–94). IAP Information Age Publishing. 

Goleman, D. (1995). Emotional intelligence. New York: Bantam. 

Goleman, D. (1998). Working with emotional intelligence. New York: Bantam. 

Goleman, D. (2005). Emotional intelligence. New York: Bantam. 

Goleman, D. (2006). Emotional intelligence: Why it can matter more than IQ (4th ed.). New York: Bantam Dell.  

Goleman, D., Boyatzis, R. E., & McKee, A. (2013). Primal leadership: Unleashing the power of emotional intelligence. Harvard Business Press. 

Gordon, D., Blundell, C., Mills, R., & Bourke, T. (2023). Teacher self-efficacy and reform: A systematic literature review. The Australian Educational Researcher, 50(3), 801-821. 

Goroshit, M., & Hen, M. (2014). Does Emotional Self-Efficacy Predict Teachers' Self-Efficacy and Empathy? Journal of Education and Training Studies, 2(3), 26-32. 

Gray, R., Gray, G., & Brown, E. (2019). A review of prospective registration of trials published in nursing science journals in 2017. Journal of Advanced Nursing, 75(12), 3263-3271. 

Greenberg, M. T., Weissberg, R. P., O'Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., &Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American psychologist, 58(6), 466. 

Guba, E. G. (1990). The alternative paradigm dialogs. EG Guba. Newbury Park, CA, SAGE Publications, Inc,17–27).  

Gul, F., & Dawood, S. (2015). Coping Strategies and Psychological Wellbeing of Older Adults in Relation to Education. Journal of Arts and Social Sciences, 2(2), 44-54. 

Guoyan, S., Khaskheli, A., Raza, S. A., Khan, K. A., & Hakim, F. (2023). Teachers’ self-efficacy, mental well-being and continuance commitment of using learning management system during COVID-19 pandemic: a comparative study of Pakistan and Malaysia. Interactive Learning Environments, 31(7), 4652-4674. 

Hair, J., Black, W., Babin, B., Anderson, R., & Tatham, R. (2006). Multivariate Data Analysis (6th ed.). Upper Saddle River, NJ Pearson Prentice Hall. 

Hair, J., Hollingsworth, C. L., Randolph, A. B., & Chong, A. Y. L. (2017). An updated and expanded assessment of PLS-SEM in information systems research. Industrial management & data systems, 117(3), 442-458. 

Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24.  

Hair, J. F., Hult, G. T. M., Ringle, C. M., and Sarstedt, M. (2022). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM) (3rd ed.). London: Sage Publications.  

Hall-Kenyon, K. M., Bullough, R. V., MacKay, K. L., & Marshall, E. E. (2014). Preschool teacher well-being: A review of the literature. Early Childhood Education Journal, 42(3), 153-162. 

Hamre, B. K., Pianta, R. C., Mashburn, A. J., & Downer, J. T. (2012). Promoting young children's social competence through the preschool PATHS curriculum and My Teaching Partner professional development resources. Early Education & Development, 23(6), 809-832. 

Han, J., Yin, H., Wang, J., & Bai, Y. (2020). Challenge job demands and job resources to university teacher well-being: the mediation of teacher efficacy. Studies in Higher Education, 45(8), 1771-1785. 

Hair Jr, J. F., Sarstedt, M., Hopkins, L., & Kuppelwieser, V. G. (2014). Partial least squares structural equation modeling (PLS-SEM): An emerging tool in business research. European business review, 26(2), 106-121. 

Henseler, J., & Sarstedt, M. (2013). Goodness-of-fit indices for partial least squares path modeling. Computational statistics, 28, 565-580. 

Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the academy of marketing science, 43(1), 115-135. 

Hascher, T., & Waber, J. (2021). Teacher well-being: A systematic review of the research literature from the year 2000–2019. Educational research review, 34, 100411. 

Hussain, M. S., Khan, S. A., & Bidar, M. C. (2022). Self-Efficacy of Teachers: a review of the literature. Jamshedpur Res. Rev, 1, 110-116. 

Hassan, M. U. (2019). Emotional intelligence and subjective well-being: exploration of teachers’ burning dilemma. Problems of Psychology in the 21st Century, 13(2), 101-112. 

Herman, K. C., Hickmon-Rosa, J. E., & Reinke, W. M. (2018). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20(2), 90-100. 

Herzberg, F. (1974). Motivation-hygiene profiles: Pinpointing what ails the organization. Organizational Dynamics, 3(2), 18–29.   

Hertzog, M. A. (2008). Considerations in determining sample size for pilot studies. Research in nursing & health, 31(2), 180-191. 

Hicks, C. (2015). Utilization of a focus group to evaluate the perceived stress levels and coping mechanisms of student registered nurse anesthetists. (Publication No. 3626233) [Doctoral dissertation, Southern Mississippi. University]. ProQuest Dissertations & Theses Global. 

Higgs, M., & Dulewicz, V. (2014). Antecedents of well-being: a study to examine the extent to which personality and emotional intelligence contribute to well-being. The International Journal of Human Resource Management, 25(5), 718-735. 

Hoang, T. (2018). Teacher Self-efficacy Research in English as Foreign Language Contexts: A Systematic Review. Journal of Asia TEFL,15(4), 976-990. 

Hood, J. M. (2018). Nourish to flourish: Strengthening social emotional wellness of teachers to mitigate stress, enrich engagement, and increase efficacy: An evaluation study (Publication No. 10807764) [Doctoral dissertation, University of Southern California]. ProQuest Dissertations & Theses Global.  

Hoang, T. (2018). Teacher Self-Efficacy Research in English as a Foreign Language Contexts: A Systematic Review. Online Submission, 15(4), 976-990 

Huang, C. (2017). Time spent on social network sites and psychological well-being: A meta-analysis. Cyberpsychology, Behavior, and Social Networking, 20(6), 346-354. 

Huang, J., Wang, Y., & You, X. (2016). The job demands-resources model and job burnout: The mediating role of personal resources. Current Psychology, 35(4), 562-569. 

Huang, S., Yin, H., & Lv, L. (2019). Job characteristics and teacher well-being: the mediation of teacher self-monitoring and teacher self-efficacy. Educational psychology, 39(3), 313-331. 

Hunt, S. D., Sparkman Jr, R. D., & Wilcox, J. B. (1982). The pretest in survey research: Issues and preliminary findings. Journal of marketing research, 19(2), 269-273. 

Hur, E. H., Ardeleanu, K., Satchell, T. W., & Jeon, L. (2023, April). Why are they leaving? Understanding Associations between early childhood program policies and teacher turnover rates. In Child & youth care forum (Vol. 52, No. 2, pp. 417-440). New York: Springer US. 

Huppert, F. A. (2009). Psychological well-being: Evidence regarding its causes and consequences. Applied psychology: health and well-being, 1(2), 137-164. 

Hussain, N., Bilal, M., & Iqbal, H. M. (2022). Carbon-based nanomaterials with multipurpose attributes for water treatment: Greening the 21st-century nanostructure materials deployment. Biomaterials and Polymers Horizon, 1(1), 48-58. 

Iremeka, F. U., Eseadi, C., Ezenwaji, C., Ezenwaji, I. O., Okide, C. C., Ogbonna, C. S., & Onwuchekwe, S. I. (2021). Effect of school-based rational-emotive behaviour program on burnout among adult learners: Moderating influence of participants' demographic variables. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 39(4), 712-729. 

Jackson, D. L. (2003). Revisiting sample size and number of parameter estimates: Some support for the N: q hypothesis. Structural equation modeling, 10(1), 128-141. 

James G (2022, May 21). Interaction Moderation with Simple Slopes [Video]. YouTube. https://www.youtube.com/watch?v=3arDEYl7DA8&t=119s 

Jennings, P. A. (2011). Promoting teachers’ social and emotional competencies to 

support performance and reduce burnout. (Eds.). Lanham, MD: Rowman and Littlefield. 

Jennings, P. A. (2015). Early childhood teachers’ well-being, mindfulness, and self-compassion in relation to classroom quality and attitudes towards challenging students. Mindfulness, 6, 732-743. 

Jennings, P. A., Jeon, L., & Roberts, A. M. (2020). Introduction to the special issue on early care and education professionals’ social and emotional well-being. Early Education and Development, 31(7), 933-939. 

Jeon, L., Hur, E., & Buettner, C. K. (2016). Child-care chaos and teachers' responsiveness: The indirect associations through teachers' emotion regulation and coping. Journal of School Psychology, 59, 83-96. 

Jeon, L., Buettner, C. K., & Grant, A. A. (2018). Early childhood teachers’ psychological well-being: Exploring potential predictors of depression, stress, and emotional exhaustion. Early education and development, 29(1), 53-69. 

Jin, J., Mercer, S., Babic, S., & Mairitsch, A. (2021). ‘You just appreciate every little kindness’: Chinese language teachers’ wellbeing in the UK. System, 96, 102400. 

Jogi, A. L., Aulén, A. M., Pakarinen, E., & Lerkkanen, M. K. (2023). Teachers' daily physiological stress and positive affect in relation to their general occupational well-being. British journal of educational psychology, 93(1), 368-385. 

Johanson, G. A., & Brooks, G. P. (2010). Initial scale development: sample size for pilot studies. Educational and psychological measurement, 70(3), 394-400. 

Jones, S. M., Bouffard, S. M., & Weissbourd, R. (2013). Educators’ social and emotional  skills vital to learning. Phi Delta Kappan, 94(8), 62–65. 

Jones, S. M., Barnes, S. P., Bailey, R., & Doolittle, E. J. (2017). Promoting social and emotional competencies in elementary school. The future of children, 49-72. 

Judge, T. A., Thoresen, C. J., Bono, J. E., & Patton, G. K. (2001). The job satisfaction–job performance relationship: A qualitative and quantitative review. Psychological bulletin, 127(3), 376. 

Kasser, T., Rosenblum, K. L., Sameroff, A. J., Deci, E. L., Niemiec, C. P., Ryan, R. M., ... & Hawks, S. (2014). Changes in materialism, changes in psychological well-being: Evidence from three longitudinal studies and an intervention experiment. Motivation and Emotion, 38, 1-22. 

Katsarou, E., Chatzipanagiotou, P., & Sougari, A. M. (2023). A Systematic Review on Teachers’ Well-Being in the COVID-19 Era. Education Sciences, 13(9), 927. 

Keith C. Herman, Jal’et Hickmon-Rosa, and Wendy M. Reinke (2018). Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes. Journal of Positive Behavior Interventions ,20(2) 90–100. 

Kern, M. L., Waters, L. E., Adler, A., & White, M. A. (2015). A multidimensional approach to measuring well-being in students: Application of the PERMA framework. The journal of positive psychology, 10(3), 262-271. 

Kern, M. L., Benson, L., Steinberg, E. A., & Steinberg, L. (2016). The EPOCH measure of adolescent well-being. Psychological Assessment, 28(5), 586-597. 

Keyes, C. (2002). The mental health continuum: From languishing to flourishing in life. Journal of Health and Social Behavior, 43(2), 207-222. 

Keyes, C. L. M., Shmotkin, D., & Ryff, C. D. (2002). Optimizing well-being: the empirical encounter of two traditions. Journal of Personality Social Psychology, 82(6), 1007-1022. 

Keyes, C. L. (2009). The nature and importance of positive mental health in America’s adolescents. Handbook of positive psychology in schools, 1, 9-23. 

Keyes, C. (2014). The nature and importance of positive mental health in America’s adolescents. In M. J. Furlong, R. Gilman, & S. Huebner (Eds.), Handbook of positive psychology in schools (pp. 9-23). Florence, Italy: Taylor & Francis Group.  

Kim, D. H., Wang, C., & Ng, K. M. (2010). A Rasch rating scale modeling of the Schutte Self-Report Emotional Intelligence scale in a sample of international students. Assessment, 17(4), 484-496. 

Klainin-Yobas, P., Ramirez, D., Fernandez, Z., Sarmiento, J., Thanoi, W., Ignacio, J., & Lau, Y. (2016). examining the predicting effect of mindfulness on psychological well-being among undergraduate students: A structural equation modelling approach. Personality and individual differences, 91, 63-68. 

Klassen, R. M., & Durksen, T. L. (2014). Weekly self-efficacy and work stress during the teaching practicum: A mixed methods study. Learning and Instruction, 33, 158-169. 

Kline, R. B. (2005). Principles and practice of structural equation modelling (2nd ed.). New York: Guilford. 

Kline, Rex B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford. 

Kinman, G. (1998). Pressure points: A survey into the causes and consequences of occupational stress in UK academic and related staff. London: Association of University Teachers (AUT). 

Kinman, G., & Wray, S. (2013). Higher stress: A survey of stress and well-being among staff in higher education. London, UK: University and College Union. 

Klusman, U., Kunter, M., Trautwein, U., Ludtke, O., & Baumert, J. (2008). Teachers’ occupational wellbeing and quality of instruction: The important role of self-regulatory patterns. Journal of Educational Psychology. 100(3), 702-715.  

Knoop, H. H. (2013). Positive education, or just education. Research, applications, and interventions for children and adolescents: A positive psychology perspective, 199-210. 

Kock, N., & Lynn, G. (2012). Lateral collinearity and misleading results in variance-based SEM: An illustration and recommendations. Journal of the Association for information Systems, 13(7). 

Kong, F., Ding, K., & Zhao, J. (2015). The relationships among gratitude, self-esteem, social support and life satisfaction among undergraduate students. Journal of Happiness Studies, 16(2), 477–489.  

Kong, F., Gong, X., Sajjad, S., Yang, K., & Zhao, J. (2019). How Is Emotional Intelligence Linked to Life Satisfaction? The Mediating Role of Social Support, Positive Affect and Negative Affect, Positive Affect and Negative Affect. Journal of Happiness Studies, 20(8), 2733–2745. 

Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and psychological measurement, 30(3), 607-610. 

Kristjansson, K. (2012). Positive psychology and positive education: Old wine in new bottles? Educational psychologist, 47(2), 86-105. 

Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational review, 53(1), 27-35. 

Lam, L. W. (2012). Impact of competitiveness on salespeople's commitment and performance. Journal of Business Research,65(9), 1328-1334. 

Lamers, S. M., Westerhof, G. J., Bohlmeijer, E. T., ten Klooster, P. M., & Keyes, C. L. (2011). Evaluating the psychometric properties of the mental health continuum-short form (MHC-SF). Journal of clinical psychology, 67(1), 99-110. 

Lassoued, A., Lassoued, M. S., Dkhil, B., Ammar, S., & Gadri, A. (2018). Synthesis, photoluminescence and Magnetic properties of iron oxide (a-Fe2O3) nanoparticles through precipitation or hydrothermal methods. Physica E: Low-dimensional Systems and Nanostructures, 101, 212-219. 

Lau, S. S., Shum, E. N., Man, J. O., Cheung, E. T., Amoah, P. A., Leung, A. Y., ... & Dadaczynski, K. (2022). Teachers’ Well-Being and Associated Factors during the COVID-19 Pandemic: A Cross-Sectional Study in Hong Kong, China. International Journal of Environmental Research and Public Health, 19(22), 14661. 

Layous, K., Kumar, S. A., Arendtson, M., & Najera, A. (2023). The effects of rumination, distraction, and gratitude on positive and negative affect. Journal of Personality and Social Psychology, 124(5), 1053. 

Lazarides, R., Buchholz, J., & Rubach, C. (2018). Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms. Teaching and Teacher Education, 69, 1-10. 

Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.  

Lazarus, R. S., & Folkman, S. (1991). The concept of coping. In Stress and coping: An anthology (pp. 189-206). Columbia University Press. 

Lendrum, A., Humphrey, N., & Wigelsworth, M. (2013). Social and emotional aspects of learning (SEAL) for secondary schools: implementation difficulties and their implications for school-based mental health promotion. Child and Adolescent Mental Health, 18(3), 158-164. 

Leonardi, F. (2018). The definition of health: towards new perspectives. International Journal of Health Services, 48(4), 735-748. 

Leontopoulou, S. (2020). Measuring well-being in emerging adults: Exploring the PERMA framework for positive youth development. Psychology: the Journal of the Hellenic Psychological Society, 25(1), 72-93. 

Lewis, R., Roache, J., & Romi, S. (2011). Coping styles as mediators of teachers' classroom management techniques. Research in Education, 85(1), 53-68. 

Li, G., Liu H., & Liang H. (2021). China Teacher Development Report 2020-2021: The development trend, challenges and improvement measures of primary and secondary school teachers' professional well-being. Beijing: Science Press. 

Liang, W., Song, H., & Sun, R. (2022). Can a professional learning community facilitate teacher well-being in China? The mediating role of teaching self-efficacy. Educational Studies, 48(3), 358-377. 

Liang, W., Song, H., & Sun, R. (2022). Can a professional learning community facilitate teacher well-being in China? The mediating role of teaching self-efficacy. Educational Studies, 48(3), 358-377. 

Liao, J., Wang, X. Q., & Wang, X. (2023). The effect of work stress on the well-being of primary and secondary school teachers in China. International Journal of Environmental Research and Public Health, 20(2), 1154. 

Lin, D. T., Liebert, C. A., Tran, J., Lau, J. N., and Salles, A. (2016). Emotional intelligence as a predictor of resident well-being. J. Am. Coll. Surg. 223, 352–358.  

Lin Xiaolin (2017). A Practical Study of School Party Building and Enhancing Teachers’ Professional Well-Being. Basic Education Reference. 05,32-34. 

Ling Hang, Sun Youran, & Zhang Xiangxue. (2022). Development Report on Teacher Educationin China. Nangjing: Nanjing Xiao Zhuang Xueyuan.https://www.pishu.com.cn/skwx_ps/bookdetail?SiteID=14&ID=14036593 

Liu, L. B., Song, H., & Miao, P. (2018). Navigating individual and collective notions of teacher wellbeing as a complex phenomenon shaped by national context. Compare: a journal of comparative and international education, 48(1), 128-146. 

Liu, XP. &Liu, C, S. (2021). Annual report on the development of China’s higher education(2020-2021).Beijing: Social Science Academic Press. 

Loehlin, J. C. (2004). Latent variable models: An introduction to factor, path, and structural analysis (4th ed.) Psychology Press. 

Logan, K. L., & Laursen, E. K. (2019). Does mindfulness strengthen self-efficacy in first grade students? Journal of Teacher Action Research, 6(1). 

Lomas, T., Waters, L., Williams, P., Oades, L. G., & Kern, M. L. (2021). Third wave positive psychology: Broadening towards complexity. The Journal of Positive Psychology, 16(5), 660-674. 

Lopez, S. J. & Snyder, C. R. (Eds.). (2003). Handbook of Positive Psychological Assessment. Washington, DC: American Psychological Association. 

Lottman, T. J., Zawaly, S., & Niemiec, R. (2017). Well-being and well-doing: Bringing mindfulness and character strengths to the early childhood classroom and home. In Positive psychology interventions in practice (pp. 83-105). Cham: Springer International Publishing. 

Low, G., Lomax, A., Jackson, M., & Nelson, D. (2004). Emotional intelligence: A new student development model. In National Conference of the American College Personnel Association, Philadelphia, Pennsylvania. 

Lou, J., & Xu, Q. (2022). The development of positive education combined with online learning: Based on theories and practices. Frontiers in Psychology, 13, 952784. 

Lovewell, K. (2012). Every teacher matters: Inspiring well-being through mindfulness. Ecademy Press. 

Lyubomirsky, S., & Layous, K. (2013). How do simple positive activities increase well-being? Current directions in psychological science, 22(1), 57-62. 

Maas, J., Schoch, S., Scholz, U., Rackow, P., Schüler, J., Wegner, M., & Keller, R. (2022). School principals’ social support and teachers’ basic need satisfaction: The mediating role of job demands and job resources. Social Psychology of Education, 25(6), 1545-1562. 

Mackay, L., Egli, V., Booker, L. J., & Prendergast, K. (2019). New Zealand’s engagement with the Five Ways to Wellbeing: evidence from a large cross-sectional survey. Kotuitui: New Zealand Journal of Social Sciences Online, 14(2), 230-244. 

Madigan, D. J., & Kim, L. E. (2021). Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit. Teaching and teacher education, 105, 103425.  

Margolis, J., Hodge, A., & Alexandrou, A. (2014). The teacher educator's role in promoting  institutional versus individual teacher well-being. Journal of Education for Teaching, 40(4), 391-408. 

Manasia, L., Parvan, A., & Macovei, M. (2020). Towards a model of teacher well-being from a positive emotion’s perspective. European Journal of Investigation in Health, Psychology and Education, 10(1), 469-496. 

Margolis, J., Hodge, A., & Alexandrou, A. (2014). The teacher educator’s role in promoting institutional versus individual teacher well-being. Journal of Education for Teaching, 40(4), 391-408. 

Maslow, A. H. (1970). Motivation and personality (2nd ed.). New York: Harper and Row. 

Maslow, A. H. (1987). Motivation and personality (3rd ed.). Delhi, India: Pearson Education. 

Matte, A., & Waquil, P. D. (2020). Productive changes in Brazilian Pampa: impacts, vulnerabilities and coping strategies. Natural Hazards, 102(1), 469-488. 

Mayer, J. D., DiPaolo, M., & Mayer, P. (1990). Perceiving affective content in ambiguous visual stimuli: A component of emotional intelligence. Journal of personality assessment, 54(3-4), 772-781. 

Mayer, J. D., & Salovey, P. (1993). The intelligence of emotional intelligence. intelligence, 17(4), 433-442. 

Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? New York: Basic Books.Mayer, J. D., Salovey, P., Caruso, D. R., & Sitarenios, G. (2001). Emotional intelligence as a standard intelligence. Emotion, 1(3), 232-242. 

Mcauley, L. A. (2019). Integrated social and emotional learning in a full-service community school model: Challenges and strategies to succeed (Publication No. 13865938) [Doctoral dissertation, Wilmington University]. ProQuest Dissertations & Theses Global. 

Mccombs, B. L. (2004). The learner-centered psychological principles: A framework for balancing academic achievement and social-emotional learning outcomes. Building academic success on social and emotional learning: What does the research say, 23. 

Mccallum, F., Price, D., Graham, A., & Morrison, A. (2017). Teacher wellbeing: A review of the literature. AIS: NSW, The University of Adelaide, Australia, 34. 

McKown, C. (2017). Social-emotional assessment, performance, and standards. The Future of Children, 157-178. 

Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.  

Memon, M. A., Ramayah, T., Cheah, J. H., Ting, H., Chuah, F., & Cham, T. H. (2021). PLS-SEM statistical programs: a review. Journal of Applied Structural Equatio Modeling, 5(1), 1-14. 

Misselbrook, D. (2014). W is for wellbeing and the WHO definition of health. British Journal of General Practice, 64(628), 582-582. 

Mittelmark, M.B.; Sagy, S.; Eriksson, M.; Bauer, G.F.; Pelikan, J.M.; Lindström, B.; Espnes, G.A. (2017). The Handbook of Salutogenesis. Heidelberg:Springer. 

Moe, A. (2016). Harmonious passion and its relationship with teacher well-being. Teaching and Teacher Education, 59, 431-437. 

Monzani, D., Steca, P., Greco, A., D’Addario, M., Cappelletti, E., & Pancani, L. (2015). The situational version of the Brief COPE: Dimensionality and relationships with goal-related variables. Europe's journal of psychology, 11(2), 295. 

Montoya, A. K., & Edwards, M. C. (2021). The poor fit of model fit for selecting number of factors in exploratory factor analysis for scale evaluation. Educational and psychological measurement, 81(3), 413-440. 

Morgan and Krejcie (2012) Sample Size Determination Using Krejcie and Morgan Table. Kenya Projects Organization (KENPRO). 

Morris, D. B., Usher, E. L., & Chen, J. A. (2017). Reconceptualizing the sources of teaching self-efficacy: A critical review of emerging literature. Educational Psychology Review, 29, 795-833. 

Morrish, L., Rickard, N., Chin, T. C., & Vella-Brodrick, D. A. (2018). Emotion regulation in adolescent well-being and positive education. Journal of Happiness Studies, 19, 1543-1564. 

Murray, C., & Zvoch, K. (2011). Teacher—student relationships among behaviorally at-risk African American youth from low-income backgrounds: student perceptions, teacher perceptions, and socioemotional adjustment correlates. Journal of Emotional and Behavioral Disorders, 19(1), 41-54. 

Naghieh, A., Montgomery, P., Bonell, C. P., Thompson, M., & Aber, J. L. (2015). Organisational interventions for improving wellbeing and reducing work-related stress in teachers. Cochrane database of systematic reviews, (4). 

Naskar, N., & Thomas, N. (2021). Coping with Covid–19 In New Normal-Influence of Management Measures on Employee Wellbeing in Hotels. Atna Journal of Tourism Studies, 16(2), 65-89. 

Newton, T. (1989). Occupational stress and coping with stress: critique. Human Relations, 42(5), 441-461. 

Nichols, P. (1999). Clear thinking: Talking back to whispering shadows. Iowa City, IA: River Lights. 

Nikolopoulou, K. (2023, September, 2). What Is Discriminant Validity? Definition & Example. Scribbr. https://www.scribbr.com/methodology/discriminant-validity/ 

Nitsche, S., Dickhäuser, O., Fasching, M. S., & Dresel, M. (2011). Rethinking teachers’ goal orientations: Conceptual and methodological enhancements. Learning and instruction, 21(4), 574-586. 

Noble, T., & McGrath, H. (2015). PROSPER: A new framework for positive education. Psychology of Well-being, 5(1), 1-17. 

Norrish, J. M., Williams, P., O'Connor, M., & Robinson, J. (2013). An applied framework for positive education. International Journal of Wellbeing, 3(2). 

Norrish, J. M., & Seligman, M. E. (2015). Positive education: The Geelong grammar school journey. Oxford Positive Psychology Series. 

O' Driscoll, M., &Cooper, C. (1994). Coping with work related stress: acritique of existing measures and proposal for an alternative methodology. Journal of Occupational and Organizational Psychology,67,343-354. 

OECD. (2020). How’s Life? 2020: Measuring Well-being. Paris: The Organization for Economic Co-Operation and Development Publishing. https://doi.org/10.1787/9870c393-en. 

Omreore, O. E., & Nwanzu, C. L. (2022). Examining the relationship among work-leisure conflict, coping self-efficacy, psychological flexibility and psychological wellbeing. Pakistan Journal of Commerce and Social Sciences (PJCSS), 16(2), 236-256. 

Ortan, F., Simut, C., & Simut, R. (2021). Self-efficacy, job satisfaction and teacher well-being in the K-12 educational system. International journal of environmental research and public health, 18(23), 12763.6 

Ozamiz-Etxebarria, N., Idoiaga Mondragon, N., Bueno-Notivol, J., Perez-Moreno, M., & Santabarbara, J. (2021). Prevalence of anxiety, depression, and stress among teachers during the COVID-19 pandemic: a rapid systematic review with meta-analysis. Brain sciences, 11(9), 1172. 

Pan, M., & Liu, J. (2022). Chinese English as a Foreign Language Teachers’ Wellbeing and Motivation: The Role of Mindfulness. Frontiers in Psychology, 13, 906779. 

Parker, P. D., & Martin, A. J. (2009). Coping and buoyancy in the workplace: Understanding their effects on teachers’ work-related well-being and engagement. Teaching and Teacher Education, 25(1), 68-75. 

Parveen, H., & Bano, M. (2019). Relationship Between Teachers’ Stress and Job Satisfaction: Moderating Role of Teachers' Emotions. Pakistan Journal of Psychological Research, 34(2). 

Patricia A. Jennings, Lieny Jeon & Amy M. Roberts (2020). Introduction to the Special Issue on Early Care and Education Professionals’ Social and Emotional Well-being. Early Education and Development, 31(7), 933-939.  

Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2012). Crucial conversations: Tools for talking when the stakes are high (2nd ed.). New York, NY: McGrawHill.  

Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of applied psychology, 92(1), 128. 

Pearce, M. L. (2017). The effects of instructional leadership on teacher efficacy. Doctor of education for educational Leadership https://digitalcommons.kennesaw.edu/cgi/viewcontent.cgi?article=1007&context=educleaddoc_etd 

Pellerone, M. (2021). Self-perceived instructional competence, self-efficacy and burnout during the covid-19 pandemic: A study of a group of Italian school teachers. European Journal of Investigation in Health, Psychology and Education, 11(2), 496-512. 

Pennington, B. (2023). Burnout: Does Teacher Self-Efficacy Moderate the Relationship Between COVID-19 Stress and Burnout for Teachers of Color?  (Publication No. 30422849) [Doctoral dissertation, Tennessee Technological University]. ProQuest Dissertations & Theses Global. 

Pei, S., Chen, Z., Zhang, X., & Guo, J. (2022). An empirical study on the influencing mechanism of Chinese university teachers’ wellbeing. Frontiers in Psychology, 13, 970593. 

Pellerone, M. (2021). Self-perceived instructional competence, self-efficacy and burnout during the covid-19 pandemic: A study of a group of Italian school teachers. European Journal of Investigation in Health, Psychology and Education, 11(2), 496-512. 

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. 

Poulou, M. S. (2017a). An examination of the relationship among teachers' perceptions of social-emotional learning, teaching efficacy, teacher-student interactions, and students' behavioral difficulties. International Journal of School & Educational Psychology, 5(2), 126-136. 

Poulou, M. S. (2017b). Social and emotional learning and teacher–student relationships: Preschool teachers’ and students’ perceptions. Early Childhood Education Journal, 45(3), 427-435. 

Poulou, M. S., & Garner, P. (2023). Students’ other-oriented cognitions: The roles of teachers’ emotional competence and classroom social support in a Greek sample. School Psychology International, 01430343231216972. 

Poysa, S., Pakarinen, E., & Lerkkanen, M. K. (2021, July). Patterns of teachers’ occupational well-being during the COVID-19 pandemic: Relations to experiences of exhaustion, recovery, and interactional styles of teaching. In Frontiers in Education (Vol. 6, p. 699785). Frontiers Media SA. 

Pressley, T., & Ha, C. (2021). Teaching during a pandemic: United States teachers' self-efficacy during COVID-19. Teaching and Teacher Education, 106, 103465. 

Proctor, C. (2022). Enhancing well-being in youth: Positive psychology interventions for education in Britain. Handbook of positive psychology in schools, 451-465. 

Purwanto, A. (2021, June 8). Partial least squares structural equation modeling (PLS-SEM) analysis for social and management research: a literature review. Journal of Industrial Engineering & Management Research. https://ssrn.com/abstract=3982764 

Purwanto, A., Asbari, M., & Santoso, T. I. (2021). Analisis Data Penelitian Marketing: Perbandingan Hasil antara Amos, SmartPLS, WarpPLS, dan SPSS Untuk Jumlah Sampel Besar. Journal of Industrial Engineering & Management Research, 2(4), 216-227. 

Rabenu, E., & Tziner, A. (2016). Employee resilience: a faceted analytical approach. Industrial and Organizational Psychology, 9(2), 480-485. 

Raducu, C. M., & Stanculescu, E. (2022). Protective factors and burnout risk of teachers during the covid-19 pandemic: A two-step analysis. International Electronic Journal of Elementary Education, 14(5), 573-585. 

Ramayah, T. J. F. H., Cheah, J., Chuah, F., Ting, H., & Memon, M. A. (2018). Partial least squares structural equation modeling (PLS-SEM) using smarts 3.0. An updated guide and practical guide to statistical analysis (2nd ed.). Kuala Lumpur, Malaysia: Peerson. 

Ramberg, J., Brolin Låftman, S., Åkerstedt, T., & Modin, B. (2020). Teacher stress and students’ school well-being: The case of upper secondary schools in Stockholm. Scandinavian Journal of Educational Research, 64(6), 816-830. 

Raymond, B. O. (2022). Coping Self-Efficacy as a Moderator in the Relationship Between Trauma and Disordered Eating. 2447.https://digitalcommons.georgiasouthern.edu/etd/2447 

Renihan, P., & Noonan, B. (2012). Principals as assessment leaders in rural schools. The Rural Educator, 33(3), 1-8. 

Rhie, A., McCarthy, S. A., Fedrigo, O., Damas, J., Formenti, G., Koren, S., ... & Jarvis, E. D. (2021). Towards complete and error-free genome assemblies of all vertebrate species. Nature, 592(7856), 737-746. 

Robert, W.L. (2004). Toward a unifying theoretical and practical perspective on well-being and psycho-social adjustment. Journal counseling psychology,51(4), 482-509. 

Roberts, A., LoCasale-Crouch, J., Hamre, B., & DeCoster, J. (2016). Exploring teachers’ depressive symptoms, interaction quality, and children’s social-emotional development in Head Start. Early Education and Development, 27(5), 642-654. 

Robinson, M. A. (2018). Using multi-item psychometric scales for research and practice in human resource management. Human resource management, 57(3), 739-750. 

Robinson, L. E., Valido, A., Drescher, A., Woolweaver, A. B., Espelage, D. L., LoMurray, S., ... & Dailey, M. M. (2023). Teachers, stress, and the COVID-19 pandemic: A qualitative analysis. School mental health, 15(1), 78-89. 

Roemer, E., Schuberth, F., & Henseler, J. (2021). HTMT2–an improved criterion for assessing discriminant validity in structural equation modeling. Industrial management & data systems, 121(12), 2637-2650. 

Rombaoa Tanaka, N., Boyce, L. K., Chinn, C. C., & Murphy, K. N. (2020). Improving early care and education professionals’ teaching self-efficacy and well-being: A 

mixed methods exploratory study. Early education and development, 31(7), 1089-1111. 

Rubin, H. J., & Rubin, I. S. (2011). Qualitative interviewing: The art of hearing data. sage. 

Ryff, C. D. (1989a). Beyond Ponce de Leon and life satisfaction: New directions in quest of successful ageing. International journal of behavioral development, 12(1), 35-55. 

Ryff, C. D. (1989b). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality Social Psychology, 57(6), 1069-1081. 

Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual review of psychology, 52(1), 141-166. 

Ryan, R. (2009). Self- determination theory and well -being. Social Psychology, 84(822), 848.  

Ryan, R. M., & Deci, E. L. (2010). A self-determination theory perspective on social, institutional, cultural, and economic supports for autonomy and their importance for well-being. In: Chirkov, V., Ryan, R., Sheldon, K. (eds) Human autonomy in cross-cultural context: Perspectives on the psychology of agency, freedom, and well-being. Dordrecht: Springer Netherlands. https://doi.org/10.1007/978-90-481-9667-8_3 

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford publications. 

Ryan, R. M., Deci, E. L., Vansteenkiste, M., & Soenens, B. (2021). Building a science of motivated persons: Self-determination theory’s empirical approach to human experience and the regulation of behavior. Motivation Science, 7(2), 97. 

Ryan, R. M., & Deci, E. L. (2022). Self-determination theory. In Encyclopedia of quality of life and well-being research. Cham: Springer International Publishing. 

Ryan, R. M., & Vansteenkiste, M. (2023). Self-determination theory. In The Oxford Handbook of Self-Determination Theory (pp. 3-30). Oxford University Press. 

Salami, S. O. (2010). Occupational stress and well-being: emotional intelligence, self-efficacy, coping, negative affectivity and social support as moderators. Journal of International Social Research, 3(12). 387-398. 

Saleem, A; Shah, A. (2011). Self-efficacy as a stress-coping mechanism among teachers: A Critical Literature Review 5 (35), 13435-13441. 

Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, cognition and personality, 9(3), 185-211. 

Sanchez-Alvarez, N., Extremera, N., & Fernández-Berrocal, P. (2016). The relation between emotional intelligence and subjective well-being: A meta-analytic investigation. The Journal of Positive Psychology, 11(3), 276-285. 

Sandilos, L. E., & DiPerna, J. C. (2022). Initial development and validation of the Measures of Stressors and Supports for Teachers (MOST). Assessment for Effective Intervention, 47(4), 187-197. 

Sandilos, L. E., Neugebauer, S. R., DiPerna, J. C., Hart, S. C., & Lei, P. (2023). Social–Emotional learning for whom? Implications of a universal SEL program and teacher well-being for teachers’ interactions with students. School Mental Health, 15(1), 190-201. 

Sarah T. (2019). Exploring the relationship between teacher emotional intelligence and Social and Emotional Learning in The Elementary Classroom. (Publication No. 13812305) [Doctoral dissertation, Southern Connecticut State University]. ProQuest Dissertations & Theses Global.  

Saunders, M., Lewis, P., & Thornhill, A. (2009). Research methods for business students. Pearson education. 

Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of psychological research online, 8(2), 23-74. 

Schober, P., Boer, C., & Schwarte, L. A. (2018). Correlation coefficients: appropriate use and interpretation. Anesthesia & analgesia, 126(5), 1763-1768. 

Scott, S. B. (2019). Factors influencing teacher burnout and retention strategies. 

Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2014). Motivation in education: Theory, research, and applications (4th ed.). Upper Saddle River, N.J.: Pearson. 

Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25, 167–177. 

Schutte N.S., Malouff J.M., Bhullar N. (2009). The assessing emotions scale. In Assessing emotional intelligence (pp. 119-134). Boston, MA: Springer. 

Sekaran, U., & Bougie, R. (2016). Research methods for business: A skill building approach. (7th ed.). Germany: Wiley.  

Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14.   

Seligman, M. E. (2002). Authentic Happiness: Using the New Positive Psychology to Realize Your Potential for Lasting Fulfillment. New York, USA: Free Press.  

Seligman, M. E., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford review of education, 35(3), 293-311. 

Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. New York, USA: Free Press. 

Seligman, M. E., & Csikszentmihalyi, M. (2014). Positive psychology: An introduction. Flow and the Foundations of Positive Psychology: The Collected Works of Mihaly Csikszentmihalyi, 279-298. 

Sha, J., Tang, T., Shu, H., He, K., & Shen, S. (2022). Emotional intelligence, emotional regulation strategies, and subjective well-being among university teachers: A moderated mediation analysis. Frontiers in Psychology, 12, 811260. 

Shin, H., Park, Y. M., Ying, J. Y., Kim, B., Noh, H., & Lee, S. M. (2014). Relationships between coping strategies and burnout symptoms: A meta-analytic approach. Professional Psychology: Research and Practice, 45(1), 44. 

Sharma, N., Prakash, O., Sengar, K. S., Chaudhury, S., & Singh, A. R. (2015). The relation between emotional intelligence and criminal behavior: A study among convicted criminals. Industrial Psychiatry Journal, 24(1), 54-58. 

Shmueli, G., Ray, S., Estrada, J. M. V., & Chatla, S. B. (2016). The elephant in the room: Predictive performance of PLS models. Journal of business Research, 69(10), 4552-4564. 

Shmueli, G., Sarstedt, M., Hair, J. F., Cheah, J. H., Ting, H., Vaithilingam, S., & Ringle, C. M. (2019). Predictive model assessment in PLS-SEM: guidelines for using PLSpredict. European journal of marketing, 53(11), 2322-2347. 

Shrestha, N. (2021). Factor analysis as a tool for survey analysis. American Journal of Applied Mathematics and Statistics, 9(1), 4-11. 

Shoshani, A., & Eldor, L. (2016). The informal learning of teachers: Learning climate, job satisfaction and teachers’ and students’ motivation and well-being. International Journal of Educational Research, 79, 52-63. 

Skaalvik, E. M., & Skaalvik, S. (2011a). 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. 

Skaalvik, E. M., & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785. 

Skinner, E.A., Edge, K., Altman, J., &Sherwood, H. (2003). Searching for the structure of coping: are view and critique of category systems for classifying ways of coping. Psychological Bulletin,129(2),216-269. 

Siddiqui, S., Arif, I., & Hinduja, P. (2023). Technostress: A catalyst to leave the teaching profession-A survey designed to measure technostress among teachers in Pakistan during COVID-19 pandemic. E-Learning and Digital Media, 20(1), 53-79. 

Singh, S. K., Pradhan, R. K., Panigrahy, N. P., & Jena, L. K. (2019). Self-efficacy and workplace well-being: moderating role of sustainability practices. Benchmarking: An International Journal, 26(6), 1692-1708. 

Skaalvik, E. M., & Skaalvik, S. (2011a). 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. 

Skaalvik, E. M., & Skaalvik, S. (2011b). Teachers' feeling of belonging, exhaustion, and job satisfaction: the role of school goal structure and value consonance. Anxiety, Stress & Coping, 24(4), 369-385. 

Skaalvik, E. M., & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785. 

Slade, M., Oades, L., & Jarden, A. (Eds.). (2017). Wellbeing, recovery and mental health. Cambridge University Press. 

Slemp, G. R., Chin, T. C., Kern, M. L., Siokou, C., Loton, D., Oades, L. G., ... & Waters, L. (2017). Positive education in Australia: Practice, measurement, and future directions. Social and emotional learning in Australia and the Asia-Pacific: Perspectives, programs and approaches, 101-122. 

Snyder, C. R., Lopez, S. J., Edwards, L. M., & Marques, S. C. (Eds.). (2020). The Oxford handbook of positive psychology. Oxford university press. 

Sosa, T., & Gomez, K. (2012). Connecting teacher efficacy beliefs in promoting resilience to support of Latino students. Urban Education, 47(5), 876-909. 

Srinivasan, T. S. (2015, February 12). The 5 Founding Fathers and A History of Positive Psychology. https://positivepsychologyprogram.com/founding-fathers/ 

Staub, E. (1972). Instigation to goodness: The role of social norms and interpersonal influence. Journal of social issues, 28(3), 131-150. 

Staub, E. (2013). Positive social behavior and morality: Social and personal influences. Elsevier. 

Steiner, E. D., & Woo, A. (2021). Job-related stress threatens the teacher supply. Rand Corporation. 

Stephanie, H. T., & Leena E.K.L. (2017). Children of imprisoned parents and their coping strategies: A systematic review. Societies, 7(2), 15. 

Stephanie Glen. (2023). Kaiser-Meyer-Olkin (KMO) Test for Sampling Adequacy from Statistics How To.com: https://www.statisticshowto.com/kaiser-meyer-olkin/ 

Stevens, S. S. (1935b). The operational definition of psychological concepts. Psychological Review, 42, 517-527. 

Tadic, M., Bakker, A. B., & Oerlemans, W. G. (2015). Challenge versus hindrance job demands and well-being: A diary study on the moderating role of job resources. Journal of Occupational and Organizational Psychology, 88(4), 702-725. Banks, T. I. (2006). Teaching rational emotive behavior therapy to adolescents in an alternative urban educational setting. Dissertation Abstracts International, 67 (7), 2528.  

Tang, Y., He, W., Liu, L., & Li, Q. (2018). Beyond the paycheck: Chinese rural teacher well-being and the impact of professional learning and local community engagement. Teachers and Teaching, 24(7), 825-839. 

Tartarini, F., Schiavon, S., Cheung, T., & Hoyt, T. (2020). CBE Thermal Comfort Tool: Online tool for thermal comfort calculations and visualizations. SoftwareX, 12, 100563. 

Tenenhaus, M., Amato, S., & Esposito Vinzi, V. (2004). A global goodness-of-fit index for PLS structural equation modelling. Proceedings of the XLII SIS scientific meeting (1) 2,739-742. 

Thien, L. M., & Lee, H. C. (2023). The effects of school culture dimensions on teacher well-being across under-enrolled and high-enrolment schools. Social Sciences & Humanities Open, 7(1), 100396. 

Tina Haschera &Jennifer.(2021). WaberaTeacher well-being: A systematic review of the research literature from the year 2000–2019.Available online 12 November 2021, 100411, In Press, Journal Pre-proof. 

Triwiyanto, W., Rokhman, F., Sutarto, J., & Suminar, T. (2023). The Impact of Healthy Leader and Organization Climate on Teacher Well-being: Self-Efficacy as an 

Intervening and Meaningful Work as a Moderating. In International Conference on Science, Education, and Technology, 9, pp. 829-837. 

Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248. 

Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. Retrieved from http://mxtsch.people.wm.edu/Scholarship/TATE_TSECapturingAnElusiveConstruct .pdf 

Turner, K., & Theilking, M. (2019). Teacher wellbeing: Its effects on teaching practice and student learning. Issues in Educational Research, 29(3), 938-960. 

Vance, M. C., Kovachy, B., Dong, M., & Bui, E. (2018). Peritraumatic distress: A review and synthesis of 15 years of research. British Journal of Health Psychology, 74(9), 1457–1494.  

Van Dick, V., & Wagner. (2001). Stress and strain in teaching: a structural equation approach. British Journal of Educational Psychology,71,243-259. 

Van Horn, J. E., Taris, T. W., Schaufeli, W. B., & Schreurs, P. J. (2004). The structure of occupational well-being: A study among Dutch teachers. Journal of occupational and Organizational Psychology, 77(3), 365-375. 

Vanneste, P., Raes, A., Morton, J., Bombeke, K., Van Acker, B. B., Larmuseau, C., ... & Van den Noortgate, W. (2021). Towards measuring cognitive load through multimodal physiological data. Cognition, Technology & Work, 23, 567-585. 

Van, Z, Jan. L., Rijpma, A., Malinowski, M., & Mirad'Ercole, M. (2020). How's Life? 2020: Measuring Well-being. How's Life? https://dspace.library.uu.nl/handle/1874/415407 

Veldman, I., Admiraal, W., Van Tartwijk, J., Mainhard, T., & Wubbels, T. (2016). Veteran teachers’ job satisfaction as a function of personal demands and resources in  the relationships with their students. Teachers and Teaching: Theory and Practice, 22(8), 913.  

Vergara, A. I., Alonso-Alberca, N., San-Juan, C., Aldás, J., & Vozmediano, L. (2015). Be water: Direct and indirect relations between perceived emotional intelligence and subjective well-being. Australian Journal of Psychology, 67(1), 47-54. 

Veronese, G., Pepe, A., Dagdukee, J., & Yaghi, S. (2018). Social capital, affect balance and personal well-being among teachers in Israel and Palestine. Teachers and Teaching, 24(8), 951-964. 

Vesely, A. K., Saklofske, D. H., & Leschied, A. D. (2013). Teachers—The vital resource: The contribution of emotional intelligence to teacher efficacy and well-being. Canadian Journal of School Psychology, 28(1), 71-89. 

Viac, C., & Fraser, P. (2020, January, 27). Teachers’ well-being: A framework for data collection and analysis. https://doi.org/10.1787/19939019 

Volanen, S. M. (2011). Sense of coherence. Determinants and Consequences. Academic dissertation. Hjelt Institute, Department of Public Health, Faculty of Medicine, University of Helsinki, Helsinki, Finland. 

Von der Embse, N., Ryan, S. V., Gibbs, T., & Mankin, A. (2019). Teacher stress interventions: A systematic review. Psychology in the Schools, 56(8), 1328-1343. 

Voorhees, C. M., Brady, M. K., Calantone, R., & Ramirez, E. (2016). Discriminant validity testing in marketing: an analysis, causes for concern, and proposed remedies. Journal of the academy of marketing science, 44, 119-134. 

Wang, X., & Cheng, Z. (2020). Cross-sectional studies: strengths, weaknesses, and recommendations. Chest, 158(1), S65-S71. 

Wang Fang (2021, June 7). A teacher’s grace stems from an inner sense of professional well-being.Ningxia Public Resource Platform. https://studio.nxeduyun.com/index.php?r=studio/post/view&sid=370&id=297143&ddtab=true 

Warr, P. (1987). Work, unemployment, and mental health. New York, NY: Oxford University Press.  

Warr, P. (1994). A conceptual framework for the study of work and mental health. Work & Stress, 8(2), 84-97. 

Waters, D. (2011). Supply chain risk management: vulnerability and resilience in logistics. Kogan Page Publishers. 

Waters, L., & Loton, D. (2019). SEARCH: A meta-framework and review of the field of positive education. International Journal of Applied Positive Psychology, 4, 1-46. 

White, M., & Kern, M. (2018). Positive education: Learning and teaching for wellbeing and academic mastery. International Journal of Wellbeing, 8(1), 1-17.  

White, M. (2021). A Decade of Positive Education and Implications for Initial Teacher Education: A Narrative Review. Australian Journal of Teacher Education, 46(3), 74-90. 

Wigelsworth, M., Mason, C., Verity, L., Humphrey, N., & Qualter, P. (2023). A Rose by any Other Name? Using Core Components to Categorize Social and Emotional Learning Provision. School Mental Health, 1-12. 

Wold, H. (1982). Models for knowledge. The making of statisticians, 189-212. 

Wood, P. (2020). Emotional intelligence and social and emotional learning:(Mis) interpretation of theory and its influence on practice. Journal of Research in Childhood Education, 34(1), 153-166. 

Wray, E., Sharma, U., & Subban, P. (2022). Factors influencing teacher self-efficacy for inclusive education: A systematic literature review. Teaching and Teacher Education, 117, 103800. 

Xin, S., Liang, X., Sheng, L., & Zhao, Z. (2021). Changes of teachers’ subjective well-being in mainland China (2002~ 2019): The perspective of cross-temporal meta-analysis. Acta Psychologica Sinica, 53(8), 875. 

Yahaya, M., Murtala, A. A., & Onukwube, H. N. (2019). Partial Least Square Structural Equation Modeling (PLS-SEM): A Note for Beginners. Retrieved November, 6, 2020. 

Yan Hancang(2020, June30). Teachers’ professional well-being. Ningxia Public Resource Platform. https://studio.nxeduyun.com/index.php?r=studio/post/view&sid=370&id=297143&ddtab=t rue 

Yang Junling, Wu Tao (2022).  The Investigation Research on Teacher Information Literacy in Primary and Secondary Schools in Ningxia, Chinese Journal of ICT in Education,3,101-105. 

Yin, H. B., & Lee, J. C. K. (2012). Be passionate, but be rational as well: Emotional rules for Chinese teachers’ work. Teaching and Teacher Education, 28(1), 56-65. 

Yinchuan City Education Bureau (2023).https://www.yinchuan.gov.cn/xxgk/bmxxgkml/sjyj/xxgkml_1919/bmqtwj_1927/202306/t20230614_4144533.html 

Yu min, Dong Guoqin(2017). Study on Changes in the Gender Structure of Compulsory Education Teachers and Future Projections,39(6),116-173. 

Yu min,Dong Guoqin,(2017) Study on Changes in the Gender Structure of Compulsory Education Teachers and Future Predictions - Based on Educational Statistical 

Analyses of Yinchuan and Guyuan Cities. Journal of Ningxia University(Humanities & Social Sciences Edition,39(6),166-173. 

Yang, K., Yan, W., Jia, N., Wang, Q., & Kong, F. (2021). Longitudinal relationship between trait gratitude and subjective well-being in adolescents: Evidence from the bi-factor model. The Journal of Positive Psychology, 16(6), 802-810. 

Yener, S., Arslan, A., & Kilinç, S. (2021). The moderating roles of technological self-efficacy and time management in the technostress and employee performance relationship through burnout. Information Technology & People, 34(7), 1890-1919. 

Yerdelen, S., Sungur, S., & Klassen, R. M. (2016). Relationship between Turkish elementary science teachers’ occupational well-being and some contextual and demographic characteristics: A multivariate analysis. Egitim ve Bilim, 41(183), 147-161. 

Yew, Z. J., & Lee, G. H. (2022). Regtr: End-to-end point cloud correspondences with transformers. In Proceedings of the IEEE/CVF conference on computer vision and pattern recognition (pp. 6677-6686). 

Yildirim, K. (2015). Testing the main determinants of teachers’ professional well-being by using a mixed method. Teacher Development, 19(1), 59-78. 

Yin, H. B., & Lee, J. C. K. (2012). Be passionate, but be rational as well: Emotional rules for Chinese teachers’ work. Teaching and Teacher Education, 28(1), 56-65. 

Yinchuan City Education Bureau (2023, July 12). Yinchuan City Education Bureau on doing a good job in 2023 three districts of ordinary high school ‘target to school’ admission work notice. https://jyj.yinchuan.gov.cn/zfxxgk/fdzdgknr/tzgg/202307/t20230712_4176604.htm 

Yu, D., Chen, J., Li, X., & Yan, Z. (2022). Trajectory of Teacher Well-Being Research between 1973 and 2021: Review Evidence from 49 Years in Asia. International Journal of Environmental Research and Public Health, 19(19), 12342. 

Zee, M., de Jong, P. F., & Koomen, H. M. (2016). Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation. Journal of Educational Psychology, 108(7), 1013. 

Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational research, 86(4), 981-1015. 

Zeidner, M., & Olnick-Shemesh, D. (2010). Emotional intelligence and subjective well-being revisited. Personality and individual differences, 48(4), 431-435. 

Zeng, G., Hou, H., & Peng, K. (2016). Effect of growth mindset on school engagement and psychological well-being of Chinese primary and middle school students: The mediating role of resilience. Frontiers in psychology, 7, 1873. 

Zewude, G. T., & Hercz, M. (2021). Psychological Capital and Teacher Well-Being: The Mediation Role of Coping with Stress. European Journal of Educational Research, 10(3), 1227-1245. 

Zhang, L. (2023). Reviewing the effect of teachers’ resilience and wellbeing on their foreign language teaching enjoyment. Frontiers in Psychology, 14, 1187468. 

Zhang, L., Chen, J., Li, X., & Zhan, Y. (2023). A Scope Review of the Teacher Well-being Research Between 1968 and 2021. The Asia-Pacific Education Researcher, 13(13),16. 

Zhao, S., Lin, Q., Ran, J., Musa, S. S., Yang, G., Wang, W., ... & Wang, M. H. (2020). Preliminary estimation of the basic reproduction number of novel coronavirus 

(2019-nCoV) in China, from 2019 to 2020: A data-driven analysis in the early phase of the outbreak. International journal of infectious diseases, 92, 214-217. 

Zhou, J., Yuan, X., Huang, H., Li, Y., Yu, H., Chen, X., & Luo, J. (2021). The prevalence and correlative factors of depression among Chinese teachers during the COVID-19 outbreak. Frontiers in Psychiatry, 12, 644276. 

Zimmerman, B. J., & Kitsantas, A. (2005). Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs. Contemporary educational psychology, 30(4), 397-417. 

Zionts, P., & Zionts, L. (1997). Rational Emotive Behavior Therapy with Troubled Students. Reclaiming Children and Youth: Journal of Emotional and Behavioral Problems, 6(2), 103-8.