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The impact of self-efficacy on the well-being of primary school teachers: a Greek-Cypriot study

dc.contributor.authorReppa, Glykeria
dc.contributor.authorMousoulidou, Marilena
dc.contributor.authorTzovla, Eirini
dc.contributor.authorKoundourou, Christiana
dc.contributor.authorChristodoulou, Andri
dc.date.accessioned2025-05-22T09:27:05Z
dc.date.available2025-05-22T09:27:05Z
dc.date.issued2023
dc.identifier.urihttp://hdl.handle.net/11728/12862
dc.description.abstractThis research was conducted to examine the extent to which teachers’ self-efficacy affects their well-being following the COVID-19 pandemic. The originality of the research lies in the fact that there are not enough studies that simultaneously examine the relationship between well-being and self-efficacy in primary school teachers in Greece and Cyprusen_UK
dc.language.isoenen_UK
dc.publisherFrontiersen_UK
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en_UK
dc.source.urihttps://www.frontiersin.org/articles/10.3389/fpsyg.2023.1223222/fullen_UK
dc.subjectwell-beingen_UK
dc.subjectself-efficacyen_UK
dc.subjectPERMAen_UK
dc.subjectGreeceen_UK
dc.subjectCyprusen_UK
dc.titleThe impact of self-efficacy on the well-being of primary school teachers: a Greek-Cypriot studyen_UK
dc.typeArticleen_UK
dc.doihttps://doi.org/10.3389/fpsyg.2023.1223222en_UK


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