Uppeldi og menntun - 01.01.2008, Síða 85

E LSA S IGR ÍÐUR JÓNSDÓTT I R
85
Gusky, T. R. og Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions.
American Educational Research Journal, 31, 627–643.
Hipp, K. A. og Bredeson, P. v. (1995). Exploring connections between teacher efficacy
and principals´ leadership behaviors. Journal of School Leadership, 5(3), 136–150.
Hoy, W. K. og Woolfolk, A. E. (1993). Teachers´ sense of efficacy and the organizational
health of schools. The Elementary School Journal, 93, 356–372.
Kahill, S. (1988). Symptoms of professional burnout: A review of the empirical evidence. Canadian Psychology, 29, 284–297.
Leiter, M. P. og Maslach, C. (2000). Preventing Burnout and Building Engagement.
A Complete Program for Organizational Renewal. Team Member´s Workbook. San franc-
isco: Jossey Bass Publishers.
María Steingrímsdóttir (2005). Margt er að læra og mörgu að sinna. Nýbrautskráðir grunn-
skólakennarar á fyrsta starfsári; reynsla þeirra og líðan. Akureyri: Háskólinn á Akureyri.
Óbirt meistaraprófsritgerð.
Maslach, C., Schaufeli, W. B. og Leiter, M. P. (2001). Job burnout. Annual Review of
Psychology, 52, 397–422.
Maslach, C. og Goldberg, J. (1998). Prevention of burnout: New perspectives. Applied
and Preventive Psychology, 7, 63–74.
Ragnhildur Bjarnadóttir (2005). Hvernig styður Kennaraháskóli Íslands við starfs-
hæfni kennaranema? Uppeldi og menntun, 14(2), 9–48.
Ragnhildur Bjarnadóttir (2004). Að verða kennari: Sýn kennaranema á eigin starfs-
hæfni. Uppeldi og menntun, 13, 9–24.
Rúnar Helgi Andrason og Sigurður Rafn A. Levy (1992). Starfsþrot meðal hjúkrunar-
fræðinga og tengsl þess við starfsaðstæður, starfsaðstöðu, sjálfstjórn og heilsu. Reykjavík:
Háskóli Íslands. Óbirt BA-ritgerð í sálarfræði.
Schwab, R. L. og Iwanicki, E. f. (1982). Who are our burned out teachers? Educational
Research Quarterly, 7(2), 5–16.
Travers, C. J. og Cooper, C. L. (1996). Teachers under stress. Stress in the teaching profession.
London: Routledge.
Tschannen-Moran, M. og Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive
construct. Teaching and Teacher Education, 17, 783–805.
Tschannen–Moran, M., Woolfolk Hoy, A. og Hoy. W. K. (1998). Teacher efficacy: Its
meaning and measure. Review of Educational Research, 68(2), 202–248.
Woolfolk Hoy, A. (2004, apríl). What do teachers need to know about self-efficacy? Erindi
flutt á árlegum fundi The American Educational Research Association. San Diego,
Kalifornia.
Woolfolk Hoy, A. og Burke Spero, R. (2005). Changes in teacher efficacy during the
early years of teaching: A comparison of four measures. Teaching and Teacher Educa-
tion, 21, 343–356.
Woolfolk Hoy, A. (2000). Educational psychology and teacher education. Educational
Psychologist, 35, 257–270.