Examining the Contributions of School Contexts to Teacher Self-regulation among Turkish Teachers: A Structural Equation Modelling Approach

Akalın, N., & Boz, M. (2024). The effect of creative drama education program on social behavior and social problem solving skills of children. Inonu University Journal of the Faculty of Education, 25(1), 319–340. https://doi.org/10.17679/inuefd.1162816

Anitha, J. (2014). Determinants of employee engagement and their impact on employee performance. International Journal of Productivity and Performance Management, 63(3), 308–323. https://doi.org/10.1108/IJPPM-01-2013-0008

Argon, T. (2014). Supporting human resources in educational institutions: teacher views on administrator support. Journal of Human Sciences, 11(2), 691-729. https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/2848

Aşkun, V., Raghavan, M., Ajanovic, E., Çizel, R., & Wiernik, B. M. (2024). Personality and job performance in Türkiye: psychometric meta-analysis of Turkish studies. Journal of Work and Organizational Psychology, 40(1), 1-18. https://doi.org/10.5093/jwop2024a1

Avanzi, L., Fraccaroli, F., Castelli, L., Marcionetti, J., Crescentini, A., Balducci, C., & van Dick, R. (2018). How to mobilize social support against work-load and burnout: The role of organizational identification. Teaching and Teacher Education, 69, 154-167. https://doi/10.1016/j.tate.2017.10.001

Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22(3), 309–328. https://doi.org/10.1108/02683940710733115.

Batdı, V., & Elaldı, S. (2020). Effects of drama method on social communica-tion skills: A comparative analysis. International Journal of Research in Educa-tion and Science, 6(3), 435–457. https://doi.org/10.46328/ijres.v6i3.993

Baumeister, R. F., & Leary, M. R. (2007). The need to belong: Desire for inter-personal attachments as a fundamental human motivation. In R. Zu-kauskiene (Ed.), Interpersonal development, (pp. 57-89). Routledge.

Berkman, E. T., Livingston, J. L., & Kahn, L. E. (2017). Finding the “self” in self-regulation: The identity-value model. Psychological Inquiry, 28(2-3), 77-98. https://doi.org/10.1080/1047840X.2017.1323463

Brault, M. C., Janosz, M., & Archambault, I. (2014). Effects of school com-position and school climate on teacher expectations of students: A mul-tilevel analysis. Teaching & Teacher Education, 44, 148–159. https://doi.org/10.1016/j.tate.2014.08.008

Çakıcı, A., Özkan, C., & Akyüz, B. H. (2013). A research on the impact of workload on job and life satisfaction in automotive industry. Çağ Universi-ty Journal of Social Sciences, 10(2), 1-26. https://dergipark.org.tr/en/download/article-file/696056

Can, N. (2004). Development of teachers and effective teacher behavior. Erciyes University Journal of the Social Sciences, 16(1), 103-119.

Çapa‐Aydın, Y., Sungur, S., & Uzuntıryaki, E. 2009. Teacher self‐regulation: Examining a multidimensional construct. Educational Psychology, 29(3), 345-356. https://doi.org/10.1080/01443410902927825

Ceylan, R., Gök-Çolak, F., & Demir, B. (2019). The effect of drama activities on five-year-old children's social skills. Educational Research and Reviews, 14(12), 434–442. https://doi.org/10.5897/ERR2019.3760

Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21, 193-218. https://doi.org/10.1007/s10648-009-9106-y

Chiaburu, D. S., & Harrison, D. A. (2008). Do peers make the place? Concep-tual synthesis and meta-analysis of coworker effects on perceptions, atti-tudes, OCBs, and performance. Journal of Applied Psychology, 93(5), 1082. https://doi.org/10.1037/0021-9010.93.5.1082

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erl-baum.

Collie, R. J., Perry, N. E., & Martin, A. J. (2017). School context and education-al system factors impacting educator stress. In T. Mclntyre, S. Mclntyre, & D. Francis (Eds.), Educator stress (pp. 3–22). Spring-er. https://doi.org/10.1007/978-3-319-53053-6_1

Damlı, N. (2020). Investigation of the relationship between science teachers' career moti-vations with school context variables (Publication No. 642542) [Master’s thesis, Muğla Sıtkı Koçman University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/

DiStefano, C., & Morgan, G. B. (2014). A comparison of diagonal weighted least squares robust estimation techniques for ordinal data. Structural Equation Modeling: A Multidisciplinary Journal, 21(3), 425-438. https://doi.org/10.1080/10705511.2014.915373

Dowd, T., & Tierney, J. (2005). Teaching social skills to youth (2nd ed.). Boys Town Press.

Eti, İ. (2010). The effects of drama activities on social skills of 5-6 years old children who enrolled in preschool institute (Publication No. 286031) [Master’s thesis, Muğla Sıtkı Koçman University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/

Geiger, T., & Pivovarova, M. (2018). The effects of working conditions on teacher retention. Teachers and Teaching, 24(6), 604-625. https://doi.org/10.1080/13540602.2018.1457524

Ghanizadeh, A., & Ghonsooly, B. (2014). A tripartite model of EFL teacher attributions, burnout, and self-regulation: Toward the prospects of effec-tive teaching. Educational Research for Policy and Practice, 13, 145-166. https://doi.org/10.1007/s10671-013-9155-3

Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent stu-dents. Journal of Experimental Education, 62, 60–71. https://doi.org/10.1080/00220973.1993.9943831

Gul, R., Tahir, I. U., & Batool, T. (2021). Impact of teachers workload on their time management skills at university level. Indian Journal of Economics and Business, 20(3), 819-829. https://www.ashwinanokha.com/resources/ijeb%20v20-3-46.pdf

Ho, D., Lee, M., & Teng, Y. (2016). Size matters: The link between staff size and perceived organizational support in early childhood educa-tion. International Journal of Educational Management, 30(6), 1104–1122. https://doi.org/10.1108/IJEM-09-2015-0125

Hobfoll, S. E. (2002). Social and psychological resources and adapta-tion. Review of General Psychology, 6(4), 307-324. https://doi.org/10.1037/1089-2680.6.4.307

Hoyle, R. H. (Ed.). (2012). Handbook of structural equation modeling. Guilford press.

Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118

Jabbar, J. A., Haider, S., & Qureshi, M. U. (2023). Moderated mediation be-tween high performance work systems (HPWS) and employee voice be-havior: the role of psychological safety and supportive leadership. Journal of Work and Organizational Psychology, 39(3), 145-156. https://doi.org/10.5093/jwop2023a15

Johnson, D. W., & Johnson, R. T. (2005). New developments in social inter-dependence theory. Genetic, Social, and General Psychology Monographs, 131(4), 285–358. https://doi.org/10.3200/MONO.131.4.285-358

Kaiyom, S. A., Rahman, R. A., & Mustaffa, W. S. W. (2021). The effect of workload, supervisor support and co-workers support on work engage-ment among teachers. International Journal of Academic Research in Business and Social Sciences, 11(8), 1633–1647. http://dx.doi.org/10.6007/IJARBSS/v11-i8/10878.

Kanbur, E. (2018). Effects of work overload on job and life satisfaction: me-diating role of work-related strain. Journal of Human and Work, 5(2), 125-143. https://dergipark.org.tr/en/pub/iid/issue/39864/375457

Kıran, D., & Sungur, S. (2018). Science teachers' motivation and job satisfac-tion in relation to perceived school context. Education & Science, 43(194), 61-80. https://doi.org/10.15390/eb.2018.7409

Kjøbli, J., & Ogden, T. (2014). A randomized effectiveness trial of individual child social skills training: Six-month follow-up. Child and Adolescent Psy-chiatry and Mental Health, 8(31), 1–11. https://doi.org/10.1186/1753-2000-8-31

Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and in-tention to quit of practicing and pre-service teachers. Contemporary Educa-tional Psychology, 36(2), 114–129. https://doi.org/10.1016/j.cedpsych.2011.01.002.

Kline, P. (2015). A handbook of test construction (psychology revivals): introduction to psychometric design. Routledge.

Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Teacher occupational well-being and quality of instruction: The im-portant role of self-regulatory patterns. Journal of Educational Psychology, 100(3), 702–715. https://doi.org/10.1037/0022-0663.100.3.702

Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77(1), 229–243. https://doi.org/10.1348/000709905X90344

Kristof, A. L. (1996). Person‐organization fit: An integrative review of its conceptualizations, measurement, and implications. Personnel Psychology, 49(1), 1-49. https://doi.org/10.1111/j.1744-6570.1996.tb01790.x

Kristof‐Brown, A. L., & Billsberry, J. (2013). Fit for the future. In A. L. Kris-tof-Brown & J. Billsberry (Eds.) Organizational fit: Key issues and new direc-tions (pp. 1-18). Wiley-Blackwell.

Lei, W., Li, J., Li, Y., Castaño, G., Yang, M., & Zou, B. (2021). The boundary conditions under which teaching–research conflict leads to university teachers' job burnout. Studies in Higher Education, 46(2), 406–422. https://doi.org/10.1080/03075079.2020.1811218.

Lossen, K., Rollett, W., & Willems, A. S. (2013). Organisation skulturelle Bed-ingungen auf der Schulebene [Organizational conditions at the school level]. Zeitschrift für Grundschulforschung, 6(2), 38–52. Retrieved from http://sowiport.gesis.org/search/id/fis-bildung-1019297.

Maas, J., Schoch, S., Scholz, U., Rackow, P., Schüler, J., Wegner, M., & Keller, R. (2021). Teachers’ perceived time pressure, emotional exhaustion and the role of social support from the school principal. Social Psychology of Education, 24, 441-464. https://doi.org/10.1007/s11218-020-09605-8

Mattern, J., & Bauer, J. (2014). Does teachers' cognitive self-regulation increase their occupational well-being? The structure and role of self-regulation in the teaching context. Teaching and Teacher Education, 43, 58-68. https://doi.org/10.1016/j.tate.2014.05.004

McMahon, S. D., Parnes, A. L., Keys, C. B., & Viola, J. J. (2008). School be-longing among low‐income urban youth with disabilities: Testing a theo-retical model. Psychology in the Schools, 45(5), 387-401. https://doi.org/10.1002/pits.20304

Mesmer-Magnus, J., Murase, T., DeChurch, L. A., & Jiménez, M. (2010). Coworker informal work accommodations to family: Scale development and validation. Educational and Psychological Measurement, 70(3), 511–531. https://doi.org/10.1177/0013164409355687.

Monnot, M. J., & Beehr, T. A. (2014). Subjective well-being at work: Disen-tangling source effects of stress and support on enthusiasm, content-ment, and meaningfulness. Journal of Vocational Behavior, 85, 204–218. https://doi.org/10.1016/j.jvb.2014.07.005.

Myyry, L., Kallunki, V., Katajavuori, N., Repo, S., Tuononen, T., Anttila, H., ... & Pyörälä, E. (2022, January). COVID-19 accelerating academic teachers’ digital competence in distance teaching. In Frontiers in education (Vol. 7, p. 770094). Frontiers Media SA.

Namdar, A. O., & Camadan, F. (2016). The effect of creative drama practices on pre-service teachers’ social skills. Journal of Gazi University the Faculty of Education, 36(3), 601–621. https://dergipark.org.tr/tr/pub/gefad/issue/29794/320361

Ng, J. C., Teo, Q. K., & Chen, P. (2023). A teacher strategic mindset predicts efficacious and effective teaching. Educational Psychology, 43(9), 1008-1026. https://doi.org/10.1080/01443410.2023.2278399

Ong, K. J., Chou, Y. C., Yang, D. Y., & Lin, C. C. (2020). Creative drama in sci-ence education: The effects on situational interest, career interest, and sci-ence-related attitudes of science majors and non-science majors. EURA-SIA Journal of Mathematics, Science and Technology Education, 16(4), Article em1836. https://doi.org/10.29333/ejmste/115296

Pintrich, P. R. (2005). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). Academic Press.

Porath, C. L., & Bateman, T. S. (2006). Self-regulation: from goal orientation to job performance. Journal of Applied Psychology, 91(1), 185. https://psycnet.apa.org/doi/10.1037/0021-9010.91.1.185

Prieto-Díez, F., Postigo, Á., Cuesta, M., & Muñiz, J. (2022). Work engagement: Organizational attribute or personality trait?. Journal of Work and Organiza-tional Psychology, 38(2) 85-92. https://doi.org/10.5093/jwop2022a7

Roeser, R., Schonert-Reichl, K., Jha, A., Wilensky, R., Oberle, E., Thomson, K., et al. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Jour-nal of Educational Psychology, 105(3), 787–804. https://doi.org/10.1037/a0032093

Rubie‐Davies, C. M., Flint, A., & McDonald, L. G. (2012). Teacher beliefs, teacher characteristics, and school contextual factors: What are the rela-tionships? British Journal of Educational Psychology, 82(2), 270-288. https://doi.org/10.1111/j.2044-8279.2011.02025.x

Sáez-Delgado, F., López-Angulo, Y., Mella-Norambuena, J., Baeza-Sepúlveda, C., Contreras-Saavedra, C., & Lozano-Peña, G. (2022). Teacher self-regulation and its relationship with student self-regulation in secondary education. Sustainability, 14(24), 16863. https://doi.org/10.3390/su142416863

Sahlberg, P. (2010). Rethinking accountability in a knowledge society. Journal of Educational Change, 11(1), 45-61. https://doi.org/10.1007/s10833-008-9098-2

Salgado, J. F., & Moscoso, S. (2022). Cross-cultural evidence of the relation-ship between subjective well-being and job performance: A meta-analysis. Journal of Work and Organizational Psychology, 38(1), 27-42. https://doi.org/10.5093/jwop2022a3

Sellen, P. (2016). Teacher workload and professional development in England’s second-ary schools: insights from TALIS. Education Policy Institute. https://www.teachertoolkit.co.uk/wp-content/uploads/2016/10/TeacherWorkload_EPI.pdf

Singh, B., Shaffer, M. A., & Selvarajan, T. T. (2018). Antecedents of organiza-tional and community embeddedness: The roles of support, psychologi-cal safety, and need to belong. Journal of Organizational Behavior, 39(3), 339-354. https://doi.org/10.1002/job.2223

Siron, R., Saad, N. M., Jamil, N., & Tasripan, M. A. (2017). An Assessment of green quality of working life dimensions: a study at public institutions in Southern Zone State of Malaysia. International Review of Management and Business Research, 6(3), 1216-1228. https://www.irmbrjournal.com/papers/1507697538.pdf

Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burn-out: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069. https://doi.org/10.1016/j.tate.2009.11.001

Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029-1038. https://doi.org/10.1016/j.tate.2011.04.001

Skaalvik, E. M., & Skaalvik, S. (2015). Job satisfaction, stress and coping strat-egies in the teaching profession—What do teachers say? International Edu-cation Studies, 8(3), 181-192. http://dx.doi.org/10.5539/ies.v8n3p181

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), 1785-1799. https://doi.org/10.4236/ce.2016.713182.

Skaalvik, E. M., & Skaalvik, S. (2018). Job demands and job resources as pre-dictors of teacher motivation and well-being. Social Psychology of Educa-tion, 21, 1251-1275. https://doi.org/10.1007/s11218-018-9464-8

Skaalvik, E. M., & Skaalvik, S. (2019). Teacher self-efficacy and collective teach-er efficacy: Relations with perceived job resources and job demands, feel-ing of belonging, and teacher engagement. Creative Education, 10(7), 1400-1424. https://doi.org/10.4236/ce.2019.107104

Skaalvik, E. M., & Skaalvik, S. (2021). Collective teacher culture: exploring an elusive construct and its relations with teacher autonomy, belonging, and job satisfaction. Social Psychology of Education, 24(6), 1389-1406. https://doi.org/10.1007/s11218-021-09673-4

Skott, J. (2019). Changing experiences of being, becoming, and belonging: Teachers’ professional identity revisited. ZDM, 51(3), 469-480. https://doi.org/10.1007/s11858-018-1008-3

Smith, M., & Bourke, S. (1992). Teacher stress: Examining a model based on context, workload, and satisfaction. Teaching and Teacher Education, 8(1), 31-46. https://doi.org/10.1016/0742-051X(92)90038-5

Szollos, A. (2009). Toward a psychology of chronic time pressure: Conceptual and methodological review. Time & Society, 18(2–3), 332–350. https://doi.org/10.1177/0961463X09337847

Tentama, F., & Riskiyana, E. R. (2020). The role of social support and self-regulation on work readiness among students in vocational high school. International Journal of Evaluation and Research in Education, 9(4), 826-832. https://doi.org/10.11591/ijere.v9i4.20578

Tosun, A., & Tangülü, Z. (2019). Investigation of teaching styles of the social studies teachers with respect to several variables (Example of the Mugla Province). Kastamonu Education Journal, 27(2), 621-631. https://doi.org/10.24106/kefdergi.2618

Turan, S., & Aktan, D. (2008). Existing and ideal social values of school life as perceived by teachers and students. Journal of Turkish Educational Scienc-es, 6(2), 227-259. https://dergipark.org.tr/en/pub/tebd/issue/26112/275108

Ulubey, Ö. (2018). The effect of creative drama as a method on skills: A meta-analysis study. Journal of Education and Training Studies, 6(4), 63-78. https://files.eric.ed.gov/fulltext/EJ1172791.pdf

Ulubey, Ö., & Gözütok, F. (2016). Future citizenship, democracy and human rights education with creative drama and other interactive teaching meth-ods. Education and Science, 40(182), 87-109. https://doi.org/10.15390/EB.2015.4845

Uslukaya, A., & Demirtas, Z. (2024). The relationships between supervisor and colleague support interaction with teacher presenteeism and work engagement: a multilevel moderated mediated analysis. Current Psychology, 43, 20948–20963. https://doi.org/10.1007/s12144-024-05918-5

Van Droogenbroeck, F., Spruyt, B., & Vanroelen, C. (2014). Burnout among senior teachers: Investigating the role of workload and interpersonal rela-tionships at work. Teaching and Teacher Education, 43, 99-109. https://doi.org/10.1016/j.tate.2014.07.005

Vohs, K. D. & Baumeister, R. F. (Eds.). (2004). Handbook of self-regulation. Guilford Press.

Wang, Y. (2024). Exploring the impact of workload, organizational support, and work engagement on teachers’ psychological wellbeing: a structural equation modeling approach. Frontiers in Psychology, 14, 1345740. https://doi.org/10.3389/fpsyg.2023.1345740

Werner, K. M., & Milyavskaya, M. (2019). Motivation and self‐regulation: The role of want‐to motivation in the processes underlying self‐regulation and self‐control. Social and Personality Psychology Compass, 13(1), e12425. https://doi.org/10.1111/spc3.12425

Xanthopoulou, D., Bakker, A. B., Demerouti, E., & Schaufeli, W. B. (2009). Reciprocal relationships between job resources, personal resources, and work engagement. Journal of Vocational Behavior, 74(3), 235–244. https://doi.org/10.1016/j.jvb.2008.11.003.

Yılmaz, F., & Demir, S. (2016). The validity and reliability study of revised School Climate Teacher Survey’s Turkish version. International Journal of Assessment Tools in Education, 3(1), 85-100. https://dergipark.org.tr/en/pub/ijate/issue/22371/239554

Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17. https://doi.org/10.1207/s15326985ep2501_2

Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91.