صابری، حمیدرضا.، مروجی، علیرضا و ناصح، جواد. (1390). بررسی عوامل مرتبط با فرسودگی شغلی معلمان مدارس شهر کاشان در سال 1386. مجلة طب جنوب، 14(1)، 41- 50.
مبانی نظری سند تحول بنیادین نظام تعلیموتربیت رسمی عمومی جمهوری اسلامی ایران. (1390). تهران: شورای عالی انقلاب فرهنگی.
شمشیری، بابک. (1396). نقش و جایگاه تربیت فرهنگی در نظام تربیتمعلم. فصلنامة پژوهش در تربیتمعلم، 2، 109- 124.
طالبی، بهنام و هاشمپور، الهام. (1398). بررسی رابطة سلامت سازمانی و فرهنگسازمانی با فرسودگی شغلی معلمان. مجلة مطالعات جامعهشناسی، 12(43)، 89- 107.
لطفینیا، حسین و محسنینیا، حسین. (1389). بررسی رابطة ویژگیهای شخصیتی با فرسودگی شغلی معلمان ابتدایی تبریز. فصلنامة آموزش و ارزشیابی، 3(11)، 93- 106.
مطلبی، کبری و کیانی، قمر. (1396). رابطة فرسودگی شغلی با سلامت روان معلمان مدارس استثنایی: نقش میانجی مشارکت شغلی. مجلة مدیریت ارتقای سلامت، 7(1)، 52- 60.
Bakker, A. B., Demerouti, E., & Euwema, M. C. (2005). Job resources buffer the impact of job demands on burnout. Journal of occupational health psychology, 10(2), 170.-180.
Bala, M., & Adamu, J. N. (2020). Influence of Self-Efficacy and Self-Esteem on Attitude of Pre-Service Teachers towards Teaching Profession in Bauchi State, Nigeria. ATBU Journal of Science, Technology and Education, 7(4), 224-230.
Borrelli, I., Benevene, P., Fiorilli, C., D’amelio, F., & Pozzi, G. (2014). Working conditions and mental health in teachers: a preliminary study. Occupational medicine, 64(7), 530-532.
Connolly, K. M., & Myers, J. E. (2003). Wellness and mattering: The role of holistic factors in job satisfaction. Journal of employment counseling, 40(4), 152-160.
Deci, E. D., & Ryan, R. M. (2002). Handbook of self-determination research. New York: University of Rochester Press.
Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied psychology, 86(3), 499.-512.
Dixon, A. L., Scheidegger, C., & McWhirter, J. J. (2009). The adolescent mattering experience: Gender variations in perceived mattering, anxiety, and depression. Journal of Counseling and Development, 87(3), 302-310.
Elliott, G. C., Colangelo, M. F., & Gelles, R. J. (2005). Mattering and suicide ideation: Establishing and elaborating a relationship. Social Psychology Quarterly, 68(3), 223-238.
France, M. K., & Finney, S. J. (2009). What matters in the measurement of mattering? A construct validity study. Measurement and Evaluation in Counseling and Development, 42(2), 104-120.
Hakanen, J., Bakker, A. B., & Schaufeli, W. B. (2017). Burnout and work engagement among teachers. The Journal of School Psychology, 43(2), 495-513.
Harding, S., Morris, R., Gunnell, D., Ford, T., & Hollingworth, W. (2019). Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing? Journal of Affective Disorder, 2(42), 180- 187.
Huang, H., Liu, Y., & Su, Y. (2020). What is the relationship between empathy and mental health in preschool teachers: The role of teaching experience? Frontiers in Psychology, 11, 1366- 1368.
Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P., & Millet, C. (2005). The experience of work-related stress across occupations. Journal of Managerial Psychology, 20(2), 178-187.
Juutinen, J. (2018). Inside or outside? Small stories about the politics of belonging in preschools (Doctoral dissertation, University of Oulu, Oulu, Finland). Retrieved from http://jultika.oulu.fi/files/isbn9789526218816.pdf
Klassen, R. M., Perry, N. E., & Frenzel, A. C. (2012). Teachers' relatedness with students: An underemphasized component of teachers' basic psychological needs. Journal of Educational Psychology, 104(1), 150- 165.
Klem, A. M., & Connell, J. P. (2019). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262-273.
Kim, J., Shin, Y., Tsukayama, E., & Park, D. (2020). Stress mindset predicts job turnover among preschool teachers. Journal of School Psychology, 78, 13-22.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. CA: Sage.
Locke, K. D. (2005). Connecting the horizontal dimension of social comparison with self-worth and self-confidence. Personality and Social Psychology Bulletin, 31(6), 795–803.
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397.
Naring, G., Briet, M., & Brouwers, A. (2018). Beyond demand–control: Emotional labour and symptoms of burnout in teachers. Journal of Work & Stress, 20(4), 303-315.
Prilleltensky, I. (2019). Mattering at the intersection of psychology, philosophy, and politics. American Journal of Community Psychology, 32(3), 1-19.
Pulford, B. D., Woodward, B., & Taylor, E. (2018). Do social comparisons in academic settings relate to gender and academic self-confidence? Social Psychology of Education, 21(3), 677- 690.
Rayle, A. D. (2006). Do school counselors matter? Mattering as a moderator between job stress and job satisfaction. Professional School Counseling, 9(3), 206-215.
Rayle, A. D., & Myers, J. E. (2004). Counseling adolescents toward wellness: The roles of Ethnic Identity, acculturation, and mattering. Professional School Counseling, 8(1), 81-90.
Ranđelovic, K., Stojiljkovic, S., & Milojevic, M. (2013). Personal factors of burnout syndrome in teachers in the framework of self- determination theory. Zbornik Instituta za pedagoska istrazivanja, 45(2), 260- 281.
Rosenberg, M., & McCullough, B. C. (1981). Mattering: Inferred significance and mental health. Research in Community & Mental Health, 2(1), 163-182.
Sadtyadi, H. (2020). The analysis factor of self-confidence of Buddhist religious teachers in Indonesia. International Journal of Instruction, 13(2), 587-600.
Sahin, H. (2017). Emotional intelligence and self-esteem as predictors of teacher self-efficacy. Educational Research and Reviews, 12(22), 1107-1111.
Tschannen-Moran, M., & Gareis, C. R. (2015). Principals, trust, and cultivating vibrant schools. Societies, 5(2), 256-276.
Tucker, C., Dixon, A., & Griddine, K. (2010). Academically successful African American male urban high school students' experiences of mattering to others at school. Professional School Counseling, 14(2), 135-145.
Tuxford, L. M., & Bradley, G. L. (2014). Emotional job demands and emotional exhaustion in teachers. Educational Psychology, 35(8), 1006- 1024.
Van Lankveld, T., Schoonenboom, J., Volman, M., Croiset, G., & Beishuizen, J. (2017). Developing a teacher identity in the university context: A systematic review of the literature. Higher Education Research & Development, 36(2), 325-342.
Van Maele, D., & Van Houtte, M. (2015). Trust in school: a pathway to inhibit teacher burnout?. Journal of Educational Administration, 53(1), 93-115.
Westaway, L. (2019). The role of reflexivity in the emergence and expression of teachers’ identities in teaching primary school mathematics. The International Journal on Mathematics Education, 51(3), 481- 492.
Wininger, S. R., & Birkholz, P. M. (2013). Sources of instructional feedback, job satisfaction and basic psychological needs. Innovative Higher Education, 38(2), 159-170.
Yim, S. Y., & Hwang, K. (2019). Expatriate ELT teachers in Korea: participation and sense of belonging. ELT Journal, 73(1), 72-81.
Yunarti, B. S., Asaloei, S. I., Wula, P., & Werang, B. R. (2020). Stress and performance of elementary school teachers of southern papua: A survey approach. Universal Journal of Educational Research, 8(3), 924-930.
Zapf, D., Seifert, C., Schmutte, B., Mertini, H., & Holz, M. (2001). Emotion work & job stressors & their effects on burnout. Psychology & Health, 16(5), 527-545.
Zunz, S. J. (2008). Resiliency and burnout. Administration in Social Work, 22(3), 39-54.