Werner, E. E., & Smith, R. S. (1982). Vulnerable but invincible: Astudy of resilient children. New York: McGraw Hill.
Wells, J. A., 1982. "The role of social support group in stress coping inorganizational settings". In A. S. Schuler(eds.). Handbook oforganizational stress doing strategies. Combridge. MA: Ballinger. 113-143.
Ware,H.& Kitsantas,A.(2007).Teacher and collective efficacy beliefs as predictorsofprofessionalcommitment.JournalofEducationalResearch, 100(5),303-310.
Vrugt, A.(1994). Perceived self-efficacy, social comparison, affectivereaction and axademic performance. British Journal of EducationalPsychology, 64, 465-472.
Thomson, J. R., & Handley, H. M.(1993). Relationship between teacherself-concept and teacher efficacy. (ERIC Docrment ReproductionService No. ED 327-508).
Thoite, P. A. (1985) Social support and psychological Well-being: Theoretical possibilities.
Stremmel, A. J.(1991). Predictor o fintention to leave child care worker. Early Childhood Research Quarterly, 6(2), 285-298.
Stevens, J. M., Beyer. J. M & Trice, H. M.(1978). Assessing personal,role, and organizational predictors of managerial commitment. Academy of Management Journal. 21(3), 380-396.
Steers,R,M,& Porter.L.W.(1983).Motivation and behavior(3rd ed.).New York: McGraw-Hill.
Steers, R. M., (1977). Antecedents and outcomes of Organizational commitment. Administrative Science Quarterly, 22, 46-56.
Steer(1977). Factors affecting job attitudes in a goal-setting environment. Academy of Management Journal. 19(1). 6-16.
Somech, A., & Bogler, R. (2002). Antecedents and consequences ofteacher organizational and professional commitment. EducationalAdministration Quarterly, 38, 555-577.
Smylie,M.A.,& Denny,J.W.(1990).Teacher leadership:Tension and ambiguitiesin organizationalperspective.Educational AdministrationQuarterly,26(3),235-259.
Sheldon, M. E.(1971). Investments and involvements mechanism producingcommitment to the organization. Administrative Science Quarterly,16, 22-45.
Sharon. M. D.(1999). Change: Loss opportunity, and resilience. Universityof Minnesota Extensive Service Publication.
Schwarzer, R., & Knoll, N., & Riekmann, N.(2004). Social support. In:Kaptein. A. & Weinamn. J(Eds.), Health psychology, (pp.158-181),Oxford, UK: Blackwell.
Schuler, R. S.(1980). Definition and conceptualization of stress in organization. Organizational Behavior and Human Performance, 25(2), 184-225.
Scholl, R. W. (1981). Differentiating organizational commitment fromexpectancy as a motivating force. Academy of ManagementReview, 6(4), 589?595.
Sass, D. A., Smith, P. L. (2006). The effects of parceling unidimensional scales on structural parameter estimates in structural equation modeling. Structural Equation Modeling, 13(4), 566-586.
Sarason, B. R., Shearin, E. N., Pierce, G. R., & Sarason, I. G.(1987). Interrelations of social support measures: Theoretical and practicalimplications. Journal of Personalty and Social Psychology, 52,813-832.
Salancik, G. R.(1981). Commitment and the control of organizationalbehavior and belief, In R. M. Steers and L. W. Poter, Motivation andwork behavior, 2nd ed. New York: McGraw-Hill international BookCo.
Rutter. M., 1985. "Resilience of in the face of adversity: Protective factorsand resistance to psychiatric disorders", British Journal ofPsychiatry. 147: 598-611.
Riggers, I. M., & Enochs, L. G. (1990). Toward the development of anelementary teacher's science teaching efficacy belief in strument. Science Education, 74(6), 625-637.
Reivich, K., & Shatte, A. (2003). The resilience factor. New York:Broadway Books. Salancik, G. R. (1977). Commitment is too easy. Organizational Dynamic, 6(1), 62-80.
Reichers, A. E. (1985), A review and reconceptualization of organizational commitment. Academy of Management Review, 10(3), 465-476.
Rauh. H., 1989. The meaning of risk and protective factors in infancy,European Journal of Psychology of Education, IV(2), 161-173.
Porter, L. w., R. M. Steers, Mowday, R. T.,(1974). OrganizationalCommitment, Job satisfaction, and Turnover among Psychiatrictechnians. Journal of Applied Psychology, 59(5). 603-609.
Porter, L . W ., Mowday, R. T., & Steers. R. M. (1974). The measurementof organizational commitment. Journal of Vocational Behauior, 14,224-247.
Pines, A, M., & Keinan, G. (2005). Stress and burnout : The significantdifference. Personality and Individual Difference, 39, 625-635.
Pines ,A, M., Aronson, E.& Kafry, D. (1981). Burnout from tediumtopersonal growth. MacMillian Publishin Co. Inc.
O'Reilly,C.A.,Chatman,J.,& Caldwell,D.F.(1991).People and organizational culture profile comparison approach to assessing person-organization fit. Academy of Management Journal, 34, 487-516.
Nieto, S. M.(2003). What keeps teachers going ? Educational Leadership,60(8), 14-29.
Mowday, R. T., Porter, L. W., & Steers, R. M. (1979). Employee-organizational linkages : The psychology of commitment, absenteeismand turnover. New York : Academic Press.
Moracco, J., & McFadden, H., 1980, Counselor's role in reducing teacherstress. Aubum University.
Moracco, J. C., Danford, D., & D'Arienzo, R. V. (1982). The factorialvalidity of the teacher occupational stress factor questionnaire. Educational and Psychological Measurement,4 2(1), 275-283.
Meyer, J. P., & Allen, N. J. (1997). A Three-componentonceptualization of organizational commitment. Human ResourceManagement Review, I, 61-89.
Masten, A. S., Best, K. M., & Garmezy, N. (1990). Resilience and development: Contributions from the study of children who overcome adversity. Development and Psychopathology, 2, 425–444.
Masten, A. S.(2001). Ordinary Magic-resilience processes in development. American Psychologist, 56(3), 227-338.
Luthar. S. S, Cicchetti. D., 2000. "The construct of resilience: Implicationinterventions and social policies", Development and Psychopathology. 12, 857-885.
Kyriacou, C., 1987, Teacher stress: A review. Educational Review, 29,299-306.
Kyriacou, C., & Sutcliffe, J. (1978). Teacher stress : prevalence,sources and symptoms. British Journal of Educational Psychology,55, 61-64.
Kyriaco, C., 1978, Teacher stress: Prevalence, sources and symptoms. British Journal of Educational Psychology, 48, 159-167.
Kovess-Masfety, V., Rios-Seidel, C., & Sevilla-Dedieu, C. (2006). Teachers' mental health and teaching levels. Teaching and TeacherEducation, 23(1), 1177-1192.
Kontos, S., & Rissen, J.(1994). The ecology of family day care. EarlyChildhood Research Quarterly, 9(1), 87-110.
Klohnen, E. C, Vandewater, E., & Young, A.(1996). Negotiating the middletears : Ego-resiliency and successful midlife adjustment. Psychologyand Aging, 11, 431-422. 110.
Klohnen, E, C.(1996) Conceptual analysis and measurement of theconstruct of ego-resiliency. Journal of Personality and SocialPsychology, 17(5),1067-1079.
Kanter,R,M.(1968).CommitmentandSocialOrganization:A study ofcommitment mechanisms in Utopia Communities. American Sociological Review, 33(4),499-517.
Jorde, Bloom, P. (1989). Factor influencing overall job satisfaction andorganizational commitment in early childhood work environment. Journal of Research in Childhood Education, 3(2), 108-122.
Ivancevich, J. M. & Matteson, M. T. (1980). Stress and work : Amanagerial perspective. Glenview, Ⅲ, 6-8.
Hu, L.-t., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structureanalysis: Conventional criteria versus new alternatives. Structural equation modeling:a multidisciplinary journal, 6(1), 1-55.
Hrebiniak,L.G.,& Alutto,J.A.(1972).Personaland role-related factors in the development of organizational commitment. Administrative Science Quarterly,17,555-573.
Hoy, W. K., & Woolfolk, A. E. (1993). Teachers' sense of efficacyand the organizational health of schools. The Elementary SchoolJournal, 93, 356-372.
House, J. S. (1981). Occupation stress and the mental and physical healthof factory workers. Ann Arbor : University of Michigan Institute forSocial Research.
Holahan, C. K., & Holahan, C. J.(1987). Self-efficacy, social support, and,depression in aging A logitudinal analysis. Journal of Gerontology,42(1), 65-68.
Himle, D.P., Jayaratne, S., & Thyness, P. (1991). Buffering effects of foursocial support types on burnout among social worker. Social WorkResearch & Abstracts, 27(1), 22-27.
Hall, D. T., J. Schneider, B., & Nygren, H. T.(1970). Personal factors inorganizational identification. Adminstrative Science Quarterly, 15,176-190.
Gu, Q., & Day, C.(2007). Teachers resilience : A necessary condition for effectiveness. Teaching and Teacher Education, 23, 1302-1316.
Gorrell, J., & Hwang, Y. S. (1995). A study of efficacy among preserviceteachers in korea. Journal of Research and Development inEducation, 28(2), 101-105.
Goodman, V. B. (1980). Urban teacher stress: A critical literature review. ERIC Document Reproduction Service No. ED 221-611.
Gliem, J. A., & Gliem, R. R. (2003). Calculating, interpreting, and reportingCronbach’s alpha reliability coefficient for Likert-type scales. Midwest Research-to-Practice Conference in Adult, Continuing, andCommunity Education. 82-88.
Gibson, S., and Dembo, M. H., 1984. "Teacher efficacy: A constructvalidation", Journal of Educational Research, 76, 569-582.
Garmezy, N., 1993. Stress in childhood, In N., Garmezy, & M. Rutter(Ed),Stress, coping, and development in children, New york: Mcgraw-Hill.
Garmezy, N. (1993). Resilience and vulnerability to adverse developmental out comes associated with poverty. American Behavioral Scientist, 34, 416-430.
Fine. S. B., 1991. " Resilience and Human adaptability: Who rises aboveadversity?", The American Joural of Occupational Therapy, 45(6),293-503.
Egeland. B., Carlson. E., & Sroufe. L. A., 1993. Resilience of process,Development and Psychopathology, 5, 517-528.
D'Arionzo, R., 1981, Stress in teaching: Comparison of perceivedoccupational stress factors between special education and regularclassroom teachers. Ed. D. diss., Aubum University.
D'Arienzo, R. V., Moracco, J. C., & Krajewski, R. J. (1982). Stressinteaching : A comparison of perceived occupational stress factorsbetween special education and regular classroom teachers. Washington, DC : University Press of America.
Czerniak, C. M., & Schriver, M. L.(1994). An examination of preservicescience teacher's beliefs and behaviors as related to self-efficacy. Journal of Science Teacher Education, 5(3), 77-86.
Cohen,S.,& Wills,T. A. (1985). Stress, social support, and the bufferin hypothesis. Psychological Bulletin, 98, 310-357.
Cohen,S., & Hoberman, H. M. (1983). Positive events and social support asbutters of life change stress. Journal of Social Applied Psychology,13, 99-125.
Cobb, S. (1976). Social support as a mediator of life stress. PsychosomaticMedicine,38,300-314.
Clark, E. H.(1980). An analysis of occupational stress factors as perceivedby public school teachers. Unpublished Doctoral issertation, AuburnUniversity, Auburn, AL.
Cichon, D. J., & Koff, R. H., 1980, Stress and teaching. NASSP Bulletin64, 91-104.
Buchanan, B. (1974). Building organizational commitment: The socialization of managers in work organizations. Administrative Science Quarterly, 19(4), 533-546.
Bogler, R. & Somech, A. (2004). Influence of teacher empowerment onteacher’s organizational commitment, professional commitmentand organizational citizenship behavior in schools. Teaching andTeacher Education, 20(3), 277-289.
Block, J.(1982). Assimilation, accommodation, and the dynamics ofpersonality development. Child Development 53, 281-295.
Block, J. H., Block, J., 1980 The role of ego control and ego resiliencyin the organization of behavior. In W. A. Collins(ed.), The Minnesotasymposia on child psychology, 13, 39-101. Hillsdale, NJ:Erlbaum.
Block, J. H., & Kremen, A. M. (1996). IQ and ego-resiliency : Conceptualand empirical connections and separateness. Journal of Personalityand Social Psychology, 70, 349-361.
Begley, T. M., & Czajka, J. M. (1993). Panelanalys is of the moderatingeffects of commitment on job satisfaction, intent to quit, and healthfollowing organizational change. Journal of Applied Psychology, 78(4),552-556.
Beehr, T. A., & Newman, J E.(1978). The role of ego-control andego-resiliency in the organizational effectiveness: A facet analysis,model and literature view. Personnel Psychology, 31, 665-669.
Becker,H.S.(1960).Notes on the ConceptofCommitment.American Journalof Sociology,6,32-40.
Bandura, A.(1997). Self-efficacy : Toword a unifying theory of behav-ioral change, Psychological Review, 84(2),191-215.
Ashton, P. T. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education. 35(5), 28-32.
Angle, H. L., & Perry, J.(1981). Organizational commitment: Individual andorganizational effectiveness. Work and Occupations, 10, 123-146.
Anderson, R, Gerrne, M., & Loewen, P.(1988). Relationships amongteacher's and students' thinking, skills, sense of efficacy and studentachievement. Alberta Journal of Educational Research, 34(2),148-165.
Anderson, J. C., Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological bulletin, 103(3), 411.
Allen, N. J., & Meyer, J. P.(1990). The measurement and antecedence andnormative commitment to the organization. Journal of OccupationalPsychology, 63, 1-18.
'
보육교사의 조직헌신도에 영향을 미치는 관련 변인들의 구조모형 분석 = A Structural Model Analysis of Variables Affecting Organizational Commitment of Child-Care Teacher'
의 유사주제(
) 논문