[
Arksey, H. & O’Malley, L. (2005). Scoping studies: towards a methodological framework. International Journal of Social Research Methodology, 8:1, 19-32, DOI: 10.1080/136455703200011961610.1080/1364557032000119616
]Search in Google Scholar
[
Antony-Newman, M. (2020). Parental involvement of Eastern European immigrant parents in Canada: whose involvement has capital? British Journal of Sociology of Education, 41(1), 111-126. https://doi.org/10.1080/01425692.2019.166874810.1080/01425692.2019.1668748
]Search in Google Scholar
[
Bardi, A., & Schwartz, S. H. (2003). Values and Behavior: Strength and Structure of Relations. Personality and Social Psychology Bulletin, 29(10), 1207–1220. https://doi.org/10.1177/014616720325460210.1177/0146167203254602
]Search in Google Scholar
[
Bauer, J., Stamm, A., Virnich, K., Wissing, K., Müller, U., Wirsching, M., & Schaarschmidt, U. (2005). Correlation between burnout syndrome and psychological and psychosomatic symptoms among teachers. International Archives of Occupational and Environmental Health, 79(3), 199–204. https://doi.org/10.1007/s00420-005-0050-y10.1007/s00420-005-0050-y
]Search in Google Scholar
[
Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press
]Search in Google Scholar
[
Brown, P. (1990). The ‘Third Wave’: Education and the ideology of parentocracy. British Journal of Sociology of Education, 11(1), 65–86. https://doi.org/10.1080/014256990011010510.1080/0142569900110105
]Search in Google Scholar
[
Carlo, A., Michel, A., Chabanne, J., Bucheton, D. & Demougin, P., et al. (2013). Study on Policy Measures to Improve the Attractiveness of the Teaching Profession in Europe. [Research Report] EAC-2010-1391, European Commission, Directorate General for Education and Training. pp.2 volumes
]Search in Google Scholar
[
Carlson, H.L., Zvagina, O., & Sjölom, L.S. (1997). Early Childhood Education in Societal Context: Teachers in Three Countries Speak About Early Childhood Education. Early Education and Development, 8, 169-186. DOI:10.1207/S15566935EED0802_510.1207/s15566935eed0802_5
]Search in Google Scholar
[
Cullingford, C. (1984). The Battle for the Schools: Attitudes of Parents and Teachers towards Education. Educational Studies, 10(2), 113-119. https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ304805&site=ehost-live10.1080/0305569840100204
]Search in Google Scholar
[
European Commission/EACEA/Eurydice (2018). Teachers’ and School Heads’ Salaries and Allowances in Europe – 2016/17. Eurydice Facts and Figures. Luxembourg: Publications Office of the European Union
]Search in Google Scholar
[
Filik-Uyanık, R., Demircan, H. Ö., & Işıkçı Başkaya, G. (2021). “Let me have a seat and see what’s going on in this class”: Perspectives of Early Childhood Teachers about Parental Confrontation. Participatory Educational Research, 8(3), 105-120. https://doi.org/10.17275/per.21.56.8.310.17275/per.21.56.8.3
]Search in Google Scholar
[
Fuller, C., Goodwyn, A., & FrancisBrophy, E. (2013). Advanced skills teachers: professional identity and status. Teachers and Teaching, 19(4), 463–474. https://doi.org/10.1080/13540602.2013.77022810.1080/13540602.2013.770228
]Search in Google Scholar
[
Fwu, B.-J., & Wang, H.-H. (2002). The Social Status of Teachers in Taiwan. Comparative Education, 38(2), 211–224. https://doi.org/10.1080/0305006022014058410.1080/03050060220140584
]Search in Google Scholar
[
Gao, X. (2008). Teachers’ professional vulnerability and cultural tradition: A Chinese paradox. Teaching and Teacher Education, 24(1), 154–165. https://doi.org/10.1016/j.tate.2006.11.01110.1016/j.tate.2006.11.011
]Search in Google Scholar
[
Hargreaves, L., & Dworkin, G. (2009). The Status and Prestige of Teachers and Teaching. In L. J. Saha (Ed.), International Handbook of Research on Teachers and Teaching, 217–229. https://doi.org/10.1007/978-0-387-73317-3_1310.1007/978-0-387-73317-3_13
]Search in Google Scholar
[
Hill, K. (2011). Possibilities for Social Cohesion in Education: Bosnia-Herzegovina. Peabody Journal of Education, 86(2), 155–170. https://doi.org/10.1080/0161956x.2011.56117910.1080/0161956X.2011.561179
]Search in Google Scholar
[
Holden, C., Hughes, M., & Desforges, C. (1994). Parents and Entitlement: A fair deal for all? Educational Review, 46(2), 151-158. https://doi.org/10.1080/001319194046020510.1080/0013191940460205
]Search in Google Scholar
[
Kelchtermans, G. (1996). Teacher Vulnerability: understanding its moral and political roots. Cambridge Journal of Education, 26(3), 307–323. https://doi.org/10.1080/030576496026030210.1080/0305764960260302
]Search in Google Scholar
[
Kohak, E. (1992). Ashes, ashes… Central Europe after 40 years. Daedalus, 121:197-215
]Search in Google Scholar
[
Köller, M., Stuckert, M. & Möller, J. Das Lehrerbild in den Printmedien: Keine „Faulen Säcke“ mehr! [The image of the teaching profession in the print media: No longer “lazy slobs”!]. Z Erziehungswiss, 22, 373–387 (2019). https://doi.org/10.1007/s11618-018-0856-510.1007/s11618-018-0856-5
]Search in Google Scholar
[
Kristensen, T. S., Hannerz, H., Høgh, A., & Borg, V. (2005). The Copenhagen Psychosocial Questionnaire—a tool for the assessment and improvement of the psychosocial work environment. Scandinavian Journal of Work, Environment & Health, 31(6), 438–449. https://doi.org/10.5271/sjweh.94810.5271/sjweh.948
]Search in Google Scholar
[
Kuwato, M., & Hirano, Y. (2020). Sense of coherence, occupational stressors, and mental health among Japanese high school teachers in Nagasaki prefecture: A multiple regression analysis. BMC Public Health, 20(1). https://doi.org/10.1186/s12889-020-09475-x10.1186/s12889-020-09475-x
]Search in Google Scholar
[
Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899–916. https://doi.org/10.1016/j.tate.2005.06.00310.1016/j.tate.2005.06.003
]Search in Google Scholar
[
Liang, X., & Bautista, O. O. (2021). Analysis on the difference of college teachers’ professional pressure and strategies to improve teachers’ mental health under the expectancy theory. Work, 69(2), 543–557. https://doi.org/10.3233/wor-21349810.3233/WOR-213498
]Search in Google Scholar
[
Marques, A. M., Fóz, A. Q., Lopes, E. G., & Tanaka, L. H. (2020). Emotional education program: A participative intervention with teachers. Qualitative Research Journal, 21(3), 274–285. https://doi.org/10.1108/qrj-07-2019-005210.1108/QRJ-07-2019-0052
]Search in Google Scholar
[
Martins, C., Bispo, L., & Campos, S. (2016). Stress Vulnerability: Implications for Teacher Well-Being And Satisfaction. European Proceedings of Social & Behavioural Sciences. https://doi.org/10.15405/epsbs.2016.11.7710.15405/epsbs.2016.11.77
]Search in Google Scholar
[
Paccaud, A., Keller, R., Luder, R., Pastore, G., & Kunz, A. (2021). Satisfaction With the Collaboration Between Families and Schools – The Parent’s View. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.64687810.3389/feduc.2021.646878
]Search in Google Scholar
[
Paula, L., & Priževoite, I. (2019). The Status of the Teaching Profession in Latvia: Views of the Teachers. Problems of Education in the 21st Century, 77(1), 126-141. https://doi.org/10.33225/pec/19.77.12610.33225/pec/19.77.126
]Search in Google Scholar
[
Pavlidou, K., Alevriadou, A., & Antoniou, A. S. (2020). Professional burnout in general and special education teachers: the role of interpersonal coping strategies. European Journal of Special Needs Education, 1–15. https://doi.org/10.1080/08856257.2020.185793110.1080/08856257.2020.1857931
]Search in Google Scholar
[
Phelan, J. C., Link, B. G., & Tehranifar, P. (2010). Social Conditions as Fundamental Causes of Health Inequalities: Theory, Evidence, and Policy Implications. Journal of Health and Social Behavior, 51(1_suppl), S28–S40. https://doi.org/10.1177/002214651038349810.1177/0022146510383498
]Search in Google Scholar
[
Radu, M. B. (2011). Parental involvement in schools. A study of resources, mobilization, and inherent inequality. Journal of Comparative Research in Anthropology and Sociology, 02, 103–115. https://www.ceeol.com/search/article-detail?id=182257
]Search in Google Scholar
[
Roberts, T. (1985). Parents’ letters to Primary Schools. Education 3-13, 13(2), 23-28. https://doi.org/10.1080/0300427858520022110.1080/03004278585200221
]Search in Google Scholar
[
Salokangas, M., Wermke, W., & Harvey, G. (2020). Teachers’ autonomy deconstructed: Irish and Finnish teachers’ perceptions of decision-making and control. European Educational Research Journal, 19(4), 329-350. https://doi.org/10.1177/147490411986837810.1177/1474904119868378
]Search in Google Scholar
[
Scheuch, K., Haufe, E., & Seibt, R. (2015). Teachers’ Health. Deutsches Ärzteblatt International. https://doi.org/10.3238/arztebl.2015.034710.3238/arztebl.2015.0347
]Search in Google Scholar
[
Shen, J., & Hsieh, C. L. (1999). Improving the professional status of teaching: perspectives of future teachers, current teachers, and education professors. Teaching and Teacher Education, 15(3), 315–323. https://doi.org/10.1016/s0742-051x(98)00047-x10.1016/S0742-051X(98)00047-X
]Search in Google Scholar
[
Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25(3), 518-524. https://doi.org/10.1016/j.tate.2008.12.00610.1016/j.tate.2008.12.006
]Search in Google Scholar
[
Skaalvik, E. M., & Skaalvik, S. (2016). Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession. Creative Education, 07(13), 1785–1799. https://doi.org/10.4236/ce.2016.71318210.4236/ce.2016.713182
]Search in Google Scholar
[
Sliskovic, A., Buric, I., & Macuka, I. (2017). The voice of Croatian elementary school teachers: qualitative analysis of the teachers’ perspective on their profession. Teachers and Teaching, 23(5), 518-531. https://doi.org/10.1080/13540602.2016.120652110.1080/13540602.2016.1206521
]Search in Google Scholar
[
Stoeber, J., & Rennert, D. (2008). Perfectionism in school teachers: Relations with stress appraisals, coping styles, and burnout. Anxiety, Stress and Coping, 21(1), 37-53. https://doi.org/10.1080/1061580070174246110.1080/10615800701742461
]Search in Google Scholar
[
Stroetinga, M., Leeman, Y., & Veugelers, W. (2018). Primary school teachers’ collaboration with parents on upbringing: a review of the empirical literature. Educational Review, 71(5), 650–667. https://doi.org/10.1080/00131911.2018.145947810.1080/00131911.2018.1459478
]Search in Google Scholar
[
Tricco, AC, Lillie, E, Zarin, W, O’Brien, KK, Colquhoun, H, Levac, D, Moher, D, Peters, MD, Horsley, T, Weeks, L, Hempel, S et al. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation. Ann Intern Med.,169(7):467-473. doi:10.7326/M18-085010.7326/M18-0850
]Search in Google Scholar
[
Troman, G. (2000). Teacher stress in the low-trust society. British Journal of Sociology of Education, 21(3), 331-353. https://doi.org/10.1080/71365535710.1080/713655357
]Search in Google Scholar
[
Vale, S. F., & MacIel, R. H. (2019). The structure of students’ parents’ social representations of teachers. Trends in Psychology, 27(1), 265-278. https://doi.org/10.9788/TP2019.1-1910.9788/TP2019.1-19
]Search in Google Scholar
[
Webb, R., & Vulliamy, G. (1996). Roles and responsibilities in the primary school: Changing demands, changing practices. Open University Press
]Search in Google Scholar
[
Westergård, E. (2007). Do teachers recognize complaints from parents, and if not, why not? Evaluation and Research in Education, 20(3), 159-178. https://doi.org/10.2167/eri412.010.2167/eri412.0
]Search in Google Scholar
[
Widdowson, D. A., Dixon, R. S., Peterson, E. R., Rubie-Davies, C. M., & Irving, S. E. (2015). Why Go to School? Student, Parent and Teacher Beliefs about the Purposes of Schooling. Asia Pacific Journal of Education, 35(4), 471-484. http://dx.doi.org/10.1080/02188791.2013.87697310.1080/02188791.2013.876973
]Search in Google Scholar
[
Yang, X., Wang, L., Ge, C., Hu, B., & Chi, T. (2011). Factors associated with occupational strain among Chinese teachers: a cross-sectional study. Public Health, 125(2), 106-113. https://doi.org/10.1016/j.puhe.2010.10.01210.1016/j.puhe.2010.10.012
]Search in Google Scholar