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Kremer-Hayon, L., Faraj, H. and Wubbels, T. (2002) Burn-out among Israeli Arab school principals as a function of professional identity and interpersonal relationships with teachers. International Journal of Leadership in Education, 5, 149-162. doi:10.1080/13603120110057091

has been cited by the following article:

  • TITLE: Primary and secondary school mental health teachers in professional identity of intervention programs

    AUTHORS: Hao Lei, Cheng Guo, Yanling Liu

    KEYWORDS: Primary and Secondary School; Mental Health Teachers; Professional Identity; Curriculum Intervention

    JOURNAL NAME: Health, Vol.4 No.12, December 12, 2012

    ABSTRACT: To explore the impact of teacher training on the professional identity of primary and secondary school mental health teachers, this study conducted a half-month professional development training program to 54 primary and secondary school mental health teachers, and performed measurement on the professional identity of the teachers in the experimental group and the control group with “Teachers’ Professional Identity Questionnaire”. The result shows that after the training there is a significant improvement in the professional identity of the teachers in the experimental group, and the teachers’ scores on the four dimensions of profession identity: the sense of role, the professional behavioral tendency, the occupational values, and the sense of belonging, all increased significantly. This indicates that the curriculum intervention for the primary and secondary school mental health teachers could effectively improve the teachers’ professional identity.