Akbari, R., & Eghtesadi Roudi, A. (2017). Burnout coping strategies among Iranian EFL teachers. Applied Research on English Language, 6(2), 179-192.
Akbari, R., & Eghtesadi Roudi, A. (2020). Reasons of burnout: The case of Iranian English language teachers. Psychological Studies, 65(1-2), 1-11.
Amini Faskhodi, A., & Siyyari, M. (2018). Dimensions of work engagement and teacher burnout: A study of relations among Iranian EFL teachers. Australian Journal of Teacher Education, 43(1), 78-93.
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning.
Collie, R. J., & Martin, A. J. (2016). Adaptability: An important capacity for effective teachers. Educational Practice and Theory, 38, 27-39. http://doi.org/10.7459/ept/38.1.03
Collie, R. J., Granziera, H., & Martin, A. J. (2018). Teachers’ perceived autonomy support and adaptability: An investigation employing the job demands-resources model as relevant to workplace exhaustion, disengagement, and commitment. Teaching and Teacher Education, 74, 125-136. http://doi.org /10.1016/j.tate.2018.04.015
Collie, R. J., & Martin, A. J. (2017). Teachers’ sense of adaptability: Examining links with perceived autonomy support, teachers’ psychological functioning, and students’ numeracy achievement. Learning and Individual Differences, 55, 29-39. http://doi.org/10.1016/j.lindif.2017.03.003
Compas, B. E., Connor-Smith, J. K., Saltzman, H., Thomsen, A. H., & Wadsworth, M. (2001). Coping with stress during childhood and adolescence: Progress, problems, and potential. Psychological Bulletin, 127, 87-127.
Compas, B. E., Jaser, S. S., Dunbar, J. P., Watson, K. H., Bettis, A. H., Gruhn, M. A., & Williams, E. K. (2014). Coping and emotion regulation from childhood to early adulthood: Points of convergence and divergence. Australian Journal of Psychology, 66(2), 71-81.
Creswell, J. W. (2012). Education research: Planning, conducing, and evaluating quantitative and qualitative research (4th ed.). Pearson Education.
De Costa, P. I., Li, W., & Rawal, H. (2019). Language teacher emotions. In M. A. Peters (Ed.), Encyclopedia of Teacher Education (pp. 1-4). Springer.
Fletcher, D., & Sarkar, M. (2013). Psychological resilience: A review and critique of definitions, concepts, and theory. European Psychologist, 18(1), 12-23. http://doi.org /10.1027/1016-9040/a000124
Ghorbani, M. R. (2009). ELT in Iranian high schools in Iran, Malaysia and Japan: Reflections on how tests influence use of prescribed textbooks. Reflections on English Language Teaching, 8(2), 131-139.
Granheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24, 105-112.
Gu, Q., & Day, C. (2007). Teachers resilience: A necessary condition for effectiveness. Teaching and Teacher education, 23(8), 1302-1316.
Harrison, W. C. (1983). A social competence model of burnout. In B. A. Farber (Ed.), Stress and burnout in the human services professions (pp. 29-39). Pergamon.
Haseli Songhori, M., Ghonsooly, B., & Afraz, S. (2018). Language teacher immunity among Iranian EFL teachers: A self-organization perspective. Iranian Journal of English for Academic Purposes, 7(1), 128-143.
Hatch, J. A. (2002). Doing qualitative research in education settings. State University of New York Press.
Hiver, P. (2015). Once burned, twice shy: The dynamic development of system immunity in language teachers. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 214-237). Multilingual Matters.
Hiver, P. (2016a). The triumph over experience: Hope and hardiness in novice L2 teachers. In P. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 168-192). Multilingual Matters.
Hiver, P. (2016b). Tracing the signature dynamics of L2 teacher immunity: A retrodictive qualitative modeling study [Unpublished doctoral dissertation]. University of Nottingham, England.
Hiver, P. (2017). Tracing the signature dynamics of L2 teacher immunity: A retrodictive qualitative modeling study. The Modern Language Journal, 101(4), 669-690. http://doi.org/10.1111/modl.12433
Hiver, P. (2018). Teach strong: The power of teacher resilience for L2 practitioners. In S. Mercer & A. Kostoulas (Eds.), Language teacher psychology (pp. 231-246). Multilingual Matters.
Hiver, P., & Dörnyei, Z. (2017). Language teacher immunity: A double-edged sword. Applied Linguistics, 38(3), 405-423. http://doi.org /10.1093/applin/amv034
Hiver, P., Kim, T.-Y., & Kim, Y. (2018). Language teacher motivation. In S. Mercer & A. Kostoulas (Eds.), Language teacher psychology (pp. 18-33). http://doi.org/Multilingual Matters.
Hong, J. Y. (2012). Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses. Teachers and Teaching, 18(4), 417-440.
Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. http://doi.org/10.1177/1049732305276687
Khani, R., & Mirzaee, A. (2015). How do self-efficacy, contextual variables and stressors affect teacher burnout in an EFL context? Educational Psychology, 35(1), 93-109.
Kuusisto, E., Gholami, K., & Tirri, K. (2016): Finnish and Iranian teachers’ views on their competence to teach purpose. Journal of Education for Teaching, 42, 1-15. http://doi.org/10.1080/02607476.2016.1226553
Le Cornu, R. (2009). Building resilience in pre-service teachers. Teaching and Teacher Education, 25, 717-723 http://doi.org /10.1016/j.tate.2008.11.016
Ostvar Namaghi, S. A. (2006). Forces steering language teachers’ work in public high schools in Iran. The Reading Matrix, 6(2), 90-105.
MacIntyre, P. D., Ross, J., Talbot, K., Mercer, S., Gregersen, T., & Banga, C. A. (2019). Stressors, personality and wellbeing among language teachers. System, 82, 26-38.
Mahmoodi-Shahrebabaki, M. (2016). The effect of perfectionism on burnout among English language teachers: The mediating role of anxiety. Teachers and Teaching: Theory and Practice, 23(1), 91-105. http://doi.org/10.1080/13540602.2016.1203776
Mansfield, C. F., Beltman, S., Price, A., & McConney, A. (2012). “Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface. Teaching and Teacher Education, 28, 357-367. http://doi.org /10.1016/j.tate.2011.11.001
Margolis, D. P. (2018). Adaptability in teaching: Responding to challenging situations appropriately. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-6). John Wiley & Sons, Inc.
Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Toward an understanding of students’ everyday academic resilience. Journal of School Psychology, 46, 53-83.
Martin, A. J., Nejad, H. G., Colmar, S., & Liem, G. A. D. (2013). Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes. Journal of Educational Psychology, 105, 728-746 http://doi.org/10.1037/a0032794
Maslach, C. (2011). Burnout and engagement in the workplace: New perspectives. The European Health Psychologist, 13(3), 44-47.
Maslach, C., & Leiter, M. P. (2008). Early predictors of job burnout and engagement. Journal of Applied Psychology, 93, 498-512.
Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15(2), 103-111.
Mercer, S., Oberdorfer, P., & Saleem, M. (2016). Helping language teachers to thrive: Using positive psychology to promote teachers’ professional well-being. In D. Gabryś-Barker & D. Gałajda (Eds.), Positive psychology perspectives on foreign language learning and teaching (pp. 213-229). Springer International Publishing.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
Milstein, M. (1990). Plateauing: A growing problem for educators and educational organizations. Teaching and Teacher Education, 6(2), 173-181.
Moses, I., Berry, A., Saab, N., & Admiraal, W. (2017). Who wants to become a teacher? Typology of student-teachers’ commitment to teaching. Journal of Education for Teaching, 43(4), 444-457.
Moskowitz, S. (2018). [Review of the book Language teacher psychology, by S. Mercer & A. Kostoulas (Eds.)]. International Journal of Applied Linguistics, 1-3. http://doi.org/10.1111/ijal.12211
Müller, K., Alliata, R., & Benninghoff, F. (2009). Attracting and retaining teachers: A question of motivation. Educational Management Administration & Leadership, 37(5), 574-599.
Parker, P. D., & Martin, A. J. (2009). Coping and buoyancy in the workplace: Understanding their effects on teachers’ work-related well-being and engagement. Teaching and Teacher Education, 25, 68-75 http://doi.org /10.1016/j.tate.2008.06.009.
Pearce, J., & Morrison, C. (2011). Teacher identity and early career resilience: Exploring the links. Australian Journal of Teacher Education, 36(1), 48-59.
Rahmati, T., Sadeghi, K., & Ghaderi, F. (2019). English as a foreign language teacher immunity: An integrated reflective practice. Iranian Journal of Language Teaching Research, 7(3), 91-107.
Richards, K. A. R., Hemphill, M. A., & Templin, T. J. (2018). Personal and contextual factors related to teachers’ experience with stress and burnout. Teachers and Teaching, 24(7), 768-787.
Richards, K. A. R., Levesque-Bristol, C., Templin, T. J., & Graber, K. C. (2016). The impact of resilience on role stressors and burnout in elementary and secondary teachers. Social Psychology of Education, 19(3), 511-536.
Roohani, A., & Dayeri, K. (2019). On the relationship between Iranian EFL teachers' burnout and motivation: A mixed methods study. Iranian Journal of Language Teaching Research, 7(1), 77-99.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
Saboori, F., & Pishghadam, R. (2016). English language teachers’ burnout within the cultural dimensions framework. Asia-Pacific Education Researcher, 25(4), 677-687. http://doi.org/10.1007/s40299-016-0297-y
Sadeghi, K., & Ghaderi, F. (2018). EFL education in Iran. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-7). John Wiley & Sons, Inc.
Sadeghi, K., & Khezrlou, S. (2016): The experience of burnout among English language teachers in Iran: Self and other determinants, Teacher Development, 20(5), 631-647. http://doi.org/10.1080/13664530.2016.1185028
Sadeghi, K., & Sa’adatpourvahid, M. (2016). EFL teachers’ stress and job satisfaction: What contribution can teacher education make? Iranian Journal of Language Teaching Research, 4(3), 75-96.
Sampson, R. J., (2016). EFL teacher motivation in-situ: Co-adaptive processes, openness and relational motivation over interacting timescales. Studies in Second Language Learning and Teaching, 6(2), 293-318. http://doi.org/ 10.14746/ssllt.2016.6.2.6
Skaalvik, E. M., & Skaalvik, S. (2017). Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school. Social Psychology of Education, 20(1), 15-37.
Skinner, E. A., & Zimmer-Gembeck, M. (2015). Coping across lifespan. In J. D. Wright (Ed.), International encyclopedia of the social and behavioral sciences (2nd ed.) (pp. 887-894). Elsevier.
Soodmand Afshar, H., & Doosti, M. (2015). An investigation into factors contributing to Iranian secondary school English teachers’ job satisfaction and dissatisfaction. Research Papers in Education, 31(3), 274-298. http://doi.org/10.1080/02671522.2015.1037335
Soodmand Afshar, H., & Doosti, M. (2016). Investigating the impact of job satisfaction/dissatisfaction on Iranian English teachers’ job performance. Iranian Journal of Language Teaching Research, 4(1), 97-115.
Soodmand Afshar, H., & Hamzavi, R. (2017). An investigation into the characteristics of Iranian EFL teachers of senior secondary schools and language institutes. Iranian Journal of Language Teaching Research, 5(1), 21-36.
Talbot, K., & Mercer, S. (2019). Exploring university ESL/EFL teachers’ emotional well-being and emotional regulation in the United States, Japan and Austria. Chinese Journal of Applied Linguistics, 41, 410-432. http://doi.org/10.1515/cjal-2018-0031
Urdan, T. (2014) Concluding commentary: Understanding teacher motivation. In P. W. Richardson, S. A. Karabenick, & H. M. Watt (Eds) Teacher motivation: Theory and practice (pp. 227-246). Routledge.
Wieczorek, A. L. (2016). High inhibitions and low self-esteem as factors contributing to foreign language teacher stress. In D. Gabryś-Barker & D. Gałajda (Eds.), Positive psychology perspectives on foreign language learning and teaching (pp. 231–247). Springer.
Yaghoubinejad, H., Zarrinabadi, N., & Nejadansari, D. (2016). Culture-specificity of teacher demotivation: Iranian junior high school teachers caught in the newly-introduced CLT trap! Teachers and Teaching: Theory and Practice, 23(2), 1-14. http://doi.org/10.1080/13540602.2016.1205015