___

• ALKHATEEB, O., KRAISHAN, O. M., & SALAH, R. O. (2015). Level of psychological burnout of a sample of secondary phase teachers in Ma’an governorate and its relationship with some other variables. International Education Studies, 8(6), 56-68. ARCHER, R. P., BUFFINGTON-VOLLUM, J. K., STREDNY, R. V., & HANDEL, R. W. (2006). A survey of psychological test use patterns among forensic psychologists. Journal of Personality Assessment, 87(1), 84-94. DOI: 10.1207/s15327752jpa8701_0.7. BARTHOLOMEW, K. J., NTOUMANIS, N., CUEVAS, R., & LONSDALE, C. (2014). Job pressure and ill health, in physical education teachers: The mediating role of psychological need thwarting. Teaching and Teacher Education, 37, 101-107. BISSESSAR, C. S. (2014). An exploration of the relationship between teachers’ psychological capital and their collective self-esteem. Australian Journal of Teacher Education, 39(9), 35-52. BROWN, T. (2006). Negotiating psychological disturbance in pre-service teacher education. Teaching and Teacher Education, 22, 675-689. BURNS, S. N. & GROVE, S. K. (2003). Understanding nursing research. 3rd edition. Philadelphia: Saunders. CRESSWELL, J. W., PLANO CLARK, V. L., GUTMANN, M. L., & HANSON, W. E. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research. Thousands Oaks, Calif.: Sage. DE NEVE, D. & DEVOS, G. (2016). Psychological states and working conditions buffer beginning teachers’ intention to leave the job. European Journal of Teacher Education, 0(0), 1-22. DOI: 10.1080/02619768.2016.1246530. DECI, E. L., & RYAN, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum. DÖRNYEI, Z. (2007). Research methods in applied linguistics. Quantitative, qualitative and mixed methodologies. New York: Oxford University Press. DRECHSEL, B., BREUNIG, K., THURN, D., & BASTEN, J. (2014). Learning to teach reading: A theory practice approach to psychology teaching in university teacher education. Psychology Learning and Teaching, 13(3), 250-259. EVELEIN, F., KORTHAGEN, F., & BREKELMANS, M. (2008). Fulfilment of the basic psychological needs of student teachers during their first teaching experiences. Teaching and Teacher Education, 24, 1137-1148. FRIESEN, M. D. & BESLEY, S. C. (2013). Teacher identity development in the first year of teacher education: A developmental and social psychological perspective. Teaching and Teacher Education, 36, 23-32. GLASER, B. G. & STRAUSS, A. L. (1980). The discovery of grounded theory: Strategies for qualitative research (11th ed.). New York: Aldine Publishing Company. GOLD, Y. & ROTH, Y. A. (2005).Teachers Managing Stress and Preventing Burnout. In Y. Gold & R. A. Roth (Eds.). Burnout: the insidious disease (pp 30-48). London: The Falmer Press. HARRIS, G. E. & JOY, R. M. (2010). Educational psychologists’ perspectives on their professional practice in Newfoundland and Labrador. Canadian Journal of School Psychology, 25(2), 205–220. DOI: 10.1177/0829573510366726. LEE, A. N. & NIE, Y. (2014). Understanding teacher empowerment: Teachers’ perceptions of principal’s and immediate supervisor’s empowering behaviours, psychological empowerment and work-related outcomes. Teaching and Teacher Education, 41, 67-79. MARALANI, F. M., LAVASANI, M. G., & HEJAZI, E. (2016). Structural modeling on the relationship between basic psychological needs, academic engagement, and test anxiety. Journal of Education and Learning, 5(4), 44-52. MAXWELL, J. A. (1992). Understanding and validity in qualitative research. Harvard Educational Review, 62, 279-299. MCKAY, S. L. (2006). Researching second language classrooms. Lawrence Erlbaum, Associates Publishers: London. MILES, M. B. & HUBERMAN, A. M. (1994). Qualitative data analysis. London: Sage Publication. MINAKHMETOVA, A. Z. & PYANOVA, E. N. (2016). Teacher’s psycho-diagnostic activities in school educational system. International Journal of Environmental & Science Education, 11(7), 1579-1588. NUNAN, D. & BAILEY, K. M. (2009). Exploring second language classroom research: A comprehensive guide. Heinle Cengage Learning: Canada. PUR, H. J., LIMAN, M. A., & ALI, D. G. (2016). Students’ perception of causes and effect of teachers’ psychological abuse in senior secondary schools in Borno State, Nigeria. Journal of Education and Practice, 7(29), 111-119. SAĞNAK, M., KURUOZ, M., POLAT, B., & SOYLU, A. (2015). Transformational leadership and innovative climate: An examination of the mediating effect of psychological empowerment. Eurasian Journal of Educational Research, 60, 149-162. DOI: 10.14689/ejer.2015.60.9. SEIZ, J., VOSS, T., & KUNTER, M. (2015). When knowing is not enough – the relevance of teachers’ cognitive and emotional resources for classroom management. Frontline Learning Research, 3(1), 55 – 77. SINGH, K. & BILLINGSLEy, B. S. (1996). Intent to stay in teaching. Remedial & Special Education, 17(1), 37-48. SMYLIE, M. A. (1988). The enhancement function of staff development: organizational and psychological antecedents to individual teacher change. American Educational Research Journal, 25(1), 1-30. SPITZER, B. & ARONSON, J. (2015). Minding and mending the gap: Social psychological interventions to reduce educational disparities. British Journal of Educational Psychology, 85, 1–18. STRAUSS, A. & CORBIN, J. (Eds). (1998). Basics of qualitative research, techniques and procedures for developing grounded theory (2nd ed.). London, CA: Sage Publications. TALBOT, L. A. (1995). Principles and practice of nursing research. St. Louis, MO: Mosby-Year Book. TASHAKKORİ, A. & TEDDLİE, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks, CA: Sage. THORNBERG, R. (2012). Informed grounded theory. Scandinavian Journal of Educational Research, 56(3), 243-259. TOMLINSON, P. (2008). Psychological theory and pedagogical effectiveness: The learning promotion potential framework. British Journal of Educational Psychology, 78, 507–526. YOKUŞ, T. (2015). The relation between pre-service music teachers' psychological resilience and academic achievement levels. Educational Research and Reviews, 10(14), 1961-1969.