الإجهاد المهني والرضا الوظيفي والفاعلية الإدارية لدى مديري المدارس

1. Adeyemi, T. O. (2021). Administrative workload and principals’ effectiveness in secondary schools. Educational Management Administration and Leadership, 49(4), 612–628.

2. Asuquo, M. E., Ogbeche, M. M., Udeh, K. V., & Owan, M. V. (2023). Stress management strategies and administrative job performance of secondary school principals in Cross River State. International Journal of Educational Benchmark, 4(2). https://journals.benchmarkjournals.com/index.php/ijeb/article/view/140

3. Riley, P., See, S-M., Marsh, H., & Dicke, T. (2021) The Australian principal occupational health, safety and well-being survey (IPPE Report). Sydney: Institute for Positive Psychology and Education, Australian Catholic University.

4. Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285.

5. Collie, R. J. (2023). Educational leadership, well-being, and occupational stress. Educational Psychology Review, 35(1), 1–25.

6. Collie, R. J., Granziera, H., & Martin, A. J. (2022). Teachers’ and school leaders’ appraisals of occupational stress and well-being: A transactional perspective. Educational Psychology Review, 34(2), 843–871.

7. Cooper, C. L., Dewe, P. J., & O’Driscoll, M. P. (2019). Organisational stress: A review and critique. Sage.

8. Ghamrawi, N., Naccache, H., & Shal, T. (2023). Teacher leadership and teacher well-being: Any relationship? International Journal of Educational Research, 122, 102261. https://doi.org/10.1016/j.ijer.2023.102261

9. Harmsen, R., Helms-Lorenz, M., Maulana, R., & van Veen, K. (2018). The relationship between beginning teachers’ stress and leadership practices. Teaching and Teacher Education, 72, 202–213.

10. Hoy, W. K., & Miskel, C. G. (2018). Educational administration: Theory, research, and practice (9th ed.). McGraw-Hill.

11. Klassen, R. M., & Chiu, M. M. (2018). Effects of teachers’ self-efficacy and workload on stress and job satisfaction. Journal of Educational Psychology, 110(5), 772–785.

12. Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer.

13. Locke, E. A. (1976). The nature and causes of job satisfaction. In M. D. Dunnette (Ed.), Handbook of Industrial and Organizational Psychology (Vol. 1, pp. 1297–1343).

14. Marsh, H. W., Dicke, T., Riley, P., Parker, P. D., Guo, J., Basarkod, G., & Martin, A. J. (2023). School principals’ mental health and well-being under threat: A longitudinal analysis of workplace demands, resources, burnout, and well-being. Applied Psychology: Health and Well-being, 15(3), 999–1027.

15. Obeagu, O (2021). Influence of Occupational Stress on the Administrative Effectiveness of Secondary School Principals' in Enugu State Nigeria. A Master’s Thesis Submitted to Faculty of Education, Michael Okpara University of Agriculture, Umudike. Nigeria.

16. OECD. (2020). School leadership for learning: Insights from TALIS. OECD Publishing.

17. OECD. (2023). Unravelling the layers of teachers’ work-related stress. Teaching in Focus, No. 46. OECD Publishing, Paris. https://doi.org/10.1787/bca86c20-en

18. OECD (2025), Results from TALIS 2024: The State of Teaching. Paris: TALIS, OECD Publishing. https://doi.org/10.1787/90df6235-en .

19. Ofojebe, W. N., & Okeke, J. C. (2022). Principals’ administrative stress and school effectiveness in Nigeria. International Journal of Educational Leadership, 6(2), 45–61.

20. Fang, Y., Yu, J., Toyama, H., & Salmela-Aro, K. (2025). School principals’ job burnout and job satisfaction in Finland: The impact of work–family conflict, role conflict, and sense of community. Educational Management Administration & Leadership, OnlineFirst, 1–22. https://doi.org/10.1177/17411432251333560

21. Rantanen, J., & Kinnunen, U., & Mauno, S., & Tillemann, K. (2011). Introducing theoretical approaches to work-life balance and testing a new typology among professionals. Creating Balance. 27-46. 10.1007/978-3-642-16199-5_2.

22. Skaalvik, E. M., & Skaalvik, S. (2017). Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction, and emotional exhaustion. Teaching and Teacher Education, 67, 152–160. https://doi.org/10.1016/j.tate.2017.06.006

23. Spector, P. E. (2020). Industrial and organisational psychology (7th ed.). Wiley.

24. Toyama, H., Upadyaya, K., & Salmela-Aro, K. (2022). Job crafting and well-being among school principals: The role of basic psychological need satisfaction and frustration. European Management Journal, 40(5), 809–818. https://doi.org/10.1016/j.emj.2021.10.003

25. UNESCO. (2023). Reimagining school leadership in uncertain times. UNESCO Publishing.

26. UNESCO. (2024). Global Education Monitoring Report: Leadership in education (Lead for learning).

27. Van der Vyver, C. P., Kok, M. T., & Conley, L. N. (2020). The relationship between teachers’ professional well-being and principals’ leadership behaviour to improve teacher retention. Perspectives in Education, 8(2), 86–102. https://doi.org/10.18820/2519593X/PIE.V38.I2.06 .

28. Wang, F., Hauseman, C., & Pollock, K. (2021). Principals’ accountability amid work intensification. Canadian Journal of Educational Administration and Policy, 185, 73–90.

29. Wang, H., Hall, N. C., & Rahimi, S. (2019). Self-efficacy and stress in school leadership. Educational Management Administration and Leadership, 47(5), 782–801.*