Nueva educación pública: evidencia para los desafíos de futuro

Capítulo 17: Nuevas Demandas del Trabajo Docente en la Nueva Educación Pública 343 Referencias ■ Bakker,A.B., yDemerouti,E. (2007).Thejobdemands–resourcesmodel:Stateof theart. Journal of Managerial Psychology , 22(3), 309–328. https://doi.org/10.1108/02683940710733115 ■ Bakker, A. B., y Demerouti, E. (2018). Multiple levels in job demands–resources theory: Implications for employee well-being and performance. En E. Diener, S. Oishi, y L. Tay (Eds.), Handbook of well-being. Noba Scholar. ■ Bernstein, C., y Batchelor, T. P. (2022). Qualitative exploration of workplace demands, resources, and bullying among teachers in South African schools: Implications for individual and organizational well-being. South African Journal of Education , 42(2), 1–9. https://doi. org/10.15700/saje.v42n2a2081 ■ Bottiani, J. H., Duran, C. A., Pas, E. T., y Bradshaw, C. P. (2019). Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices. Journal of School Psychology , 77, 36–51. ■ Braun, V., y Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology , 3(2), 77–101. ■ Breevaart, K., y Bakker, A. B. (2018). Daily job demands and employee work engagement: The role of daily transformational leadership behavior. Journal of Occupational Health Psychology , 23(3), 338. ■ Cabezas, V., Narea, M., Torres Irribarra, D., Icaza, M., Escalona, G., y Reyes, A. (2022). Bienestar docente durante la pandemia de COVID-19 en Chile: Demandas y recursos para afrontar la angustia psicológica. Psykhe (Santiago), 31(1), 1–24. ■ Cervantes Holguín, E., y Gutiérrez Sandoval, P. R. (2020). Resistir la COVID-19. Intersecciones en la educación de Ciudad Juárez, México. Revista Internacional de Educación para la Justicia Social, 9 (3), 7–23. https://doi.org/10.15366/riejs2020.9.3.001 ■ Cohen-Fraade, S., y Donahue, M. (2022). The impact of COVID-19 on teachers’ mental health. Journal for Multicultural Education, 16 (1), 18–29. https://doi.org/10.1108/JME-08-2021- 0131 ■ Collie, R. J. (2023). Teacher well-being and turnover intentions: Investigating the roles of job resources and job demands. British Journal of Educational Psychology, 93(3), 712–726. https://doi.org/10.1111/bjep.12587 ■ Cooperativa.cl. (2022, 5 de abril). Ministro de Educación: Nos equivocamos al tener los colegios cerrados por tanto tiempo. https://www.cooperativa.cl/noticias/pais/ educacion/colegios/ministro-de-educacion-nos-equivocamos-al-tener-los-colegios- cerrados/2022-04-05/084338.html ■ Demerouti, E., Bakker, A. B., Nachreiner, F., y Schaufeli, W. B. (2001). The job demands– resources model of burnout. Journal of Applied Psychology , 86(3), 499. ■ Dicke, T., Stebner, F., Linninger, C., Kunter, M., y Leutner, D. (2018). A longitudinal study of teachers’ occupational well-being: Applying the job demands–resources model. Journal of Occupational Health Psychology, 23(2), 262. ■ Feuerhahn, N., Bellingrath, S., y Kudielka, B. M. (2013). The interplay of matching and non- matching job demands and resources on emotional exhaustion among teachers. Applied Psychology: Health and Well-Being, 5 (2), 171–192. https://doi.org/10.1111/aphw.12002 ■ Fletcher, B., y Jones, F. (1996). Job control and health. En M. J. Schabracq, J. A. M. Winnubst, y C. L. Cooper (Eds.), Handbook of work and health psychology . John Wiley y Sons. ■ Glaser, B. G., y Strauss, A. L. (2017). Discovery of grounded theory: Strategies for qualitative research. Routledge.