Anderman, E.  (2020). Achievement motivation theory: Balancing precision and utility. Contemporary Educational Psychology. 61, 101864. https://doi.org/10.1016/j.cedpsych.2020.101864

Bergey, B. W., & Ranellucci, J. (2021). Motivation profiles of urban preservice teachers: Relations to socialization, initial career perceptions, and demographics. Contemporary Educational Psychology, 64, 101936. https://doi.org/10.1016/j.cedpsych.2020.101936

Butler, R. (2007). Teachers' achievement goal orientations and associations with teachers' help seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99, 241-252. https://psycnet.apa.org/doi/10.1037/0022-0663.99.2.241

Butler, R. (2012). Striving to connect: Extending an achievement goal approach to teacher motivation to include relational goals for teaching. Journal of Educational Psychology, 104, 726–742. https://psycnet.apa.org/doi/10.1037/a0028613

Cetin, G., & Eren, A. (2021). Pre‑service teachers’ achievement goal orientations, teacher identity, and sense of personal responsibility: The moderated mediating effects of emotions about teaching. Educational Research for Policy and Practice, 12, 1-39. https://doi.org/10.1007/s10671-021-09303-y

Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68-77. https://doi.org/10.1016/j.tate.2016.01.001

Dickhauser, O., Janke, S., Daumiller, M., & Dresel, M. (2021). Motivational school climate and teachers’ achievement goal orientations: A hierarchical approach. British Journal of Educational Psychology, 91, 391–408. https://doi.org/10.1111/bjep.12370

Gaspard, H., & Lauermann, F. (2021). Emotionally and motivationally supportive classrooms: A state-trait analysis of lesson- and classroom-specific variation in teacher- and student-reported teacher enthusiasm and student engagement. Learning and Instruction, 75. https://doi.org/10.1016/j.learninstruc.2021.101494

Graham, S. (2020). An attributional theory of motivation. Contemporary Educational Psychology, 61,101861. https://doi.org/10.1016/j.cedpsych.2020.101861

Gorozidis, G.S, & Papaioannou, A.G. (2016). Teachers’ achievement goals and self-determination to engage in work tasks promoting educational innovations. Learning and Individual Differences, 49, 46-58. https://doi.org/10.1016/j.lindif.2016.05.014

Janke, S., Bardach, L., Oczlon, S., & Lüftenegger, M. (2019). Enhancing feasibility when measuring teachers' motivation: A brief scale for teachers’ achievement goal orientations. Teaching and Teacher Education, 83, 1-11. https://doi.org/10.1016/j.tate.2019.04.003

Kline, R. B. (2005). Principles and practices of structural equation modeling (2^nd edition). New York: Guilford. https://doi.org/10.1177%2F1049731509336986

Knudsen, L. S., Skovgaard, T., & Bredahl, T. V. D. (2021). ‘I like it’: Exploring teachers' motivation for using classroom-based physical activity in Danish public schools from a self-determination perspective. Results from a mixed methods study. Teaching and Teacher Education, 106, 103439. https://doi.org/10.1016/j.tate.2021.103439

Kucsera, J. V., Roberts, R., Walls, S., Walker, J., & Svinicki, M. (2011). Goal orientation towards teaching (GOTT) scale. Teachers and Teaching, 17, 597–610. https://doi.org/10.1080/13540602.2011.602212

Lazarides, R., & Schiefele, U. (2021). The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics: A multilevel analysis. Learning and Instruction, 5, 101489. https://doi.org/10.1016/j.learninstruc.2021.101489

Lee, J. C. K., & Yin, H. B. (2011). Teachers' emotions and professional identity in curriculum reform: A Chinese perspective. Journal of Educational Change, 12(1), 25-46. https://doi.org/10.1007/s10833-010-9149-3

Marsella, A. J., & Leong, F. T. L. (1995). Cross-cultural issues in personality and career assessment. Journal of Career Assessment, 3, 202–218. https://doi.org/10.1177%2F106907279500300207

Mascret, N., Elliot, A. J., & Cury, F. (2015). The 3 × 2 Achievement Goal Questionnaire for Teachers. Educational Psychology, 21, 1-16. https://doi.org/10.1080/01443410.2015.1096324

Meyers, L. S., Gamst, G., & Guarino, A. J. (2006). Applied multivariate research: Design and interpretation. Sage publication. Thousand Oaks. London. New Dehi.

Nitsche, S., Dickh€auser, O., Fasching, M. S., & Dresel, M. (2011). Rethinking teachers' goal orientations: Conceptual and methodological enhancements. Learning and Instruction, 21, 574-586. https://doi.org/10.1016/j.learninstruc.2010.12.001

Nitsche, S., Dickhauser, O., Fasching, M. S., & Dresel, M. (2013). Teachers' professional goal orientations: Importance for further training and sick leave. Learning and Individual Differences, 23, 272-278. https://doi.org/10.1016/j.lindif.2012.07.017

Osman, D. J., & Warner, J. R. (2020). Measuring teacher motivation: The missing link between professional development and practice. Teaching and Teacher Education, 92, 103064. https://doi.org/10.1016/j.tate.2020.103064

Pap, Z., Virg, D., Lupșa, D., & Crașovan, M. (2021). Building more than knowledge: Teacher's support facilitates study-related well-being through intrinsic motivation. A longitudinal multi-group analysis. Learning and Individual Differences, 88, 102010. https://doi.org/10.1016/j.lindif.2021.102010

Papaioannou, A., & Christodoulidis, T. (2007). A measure of teachers' achievement goals. Educational Psychology, 27, 349-361. https://doi.org/10.1080/01443410601104148

Parker, P. D., Martin, A. J., Colmar, S., & Liem, G. A. (2012). Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout. Teaching and Teacher Education, 28, 503–513. https://doi.org/10.1016/j.tate.2012.01.001

Retelsdorf, J., & Günther, C. (2011). Achievement goals for teaching and teachers' reference norms: Relations with instructional practices. Teaching and Teacher Education, 27, 1111-1119. https://doi.org/10.1016/j.tate.2011.05.007

Richter, D., Kleinknecht, M., & Groschner, A. (2019). What motivates teachers to participate in professional development? An empirical investigation of motivational orientations and the uptake of formal learning opportunities. Teaching and Teacher Education, 86, 102929. https://doi.org/10.1016/j.tate.2019.102929

Schutz, P. A., & Zembylas, M. (2009). Advances in teacher emotion research: The impact on teachers' lives. Dordrecht, The Netherlands: Springer. https://doi.org/10.1007/978-1-4419-0564-2_1

Slemp, G. R., Field, J. G., & Cho, A. S. H. (2020). A meta-analysis of autonomous and controlled forms of teacher Motivation. Journal of Vocational Behavior, 121, 103459. https://doi.org/10.1016/j.jvb.2020.103459

Thommen, D., Sieber, V., Grob, U., & Praetorius, A. K. (2021). Teachers’ motivational profiles and their longitudinal associations with teaching quality. Learning and Instruction, 4, 101514. https://doi.org/10.1016/j.learninstruc.2021.101514

Trigweel, K. (2012). Relations between teachers' emotions in teaching and their approaches to teaching in higher education. Instructional Science, 40, 607-621. https://doi.org/10.1007/s11251-011-9192-3

Urdan, T., & Bruchmann, K. (2020). Examining the academic motivation of a diverse student population: A consideration of methodology. Educational Psychologist, 53(2), 114-130. https://doi.org/10.1080/00461520.2018.1440234

Van Katwyk, P. T., Fox, S., Specter, P. E., & Kelloway, E. K. (2000). Using the job-related affective well-being scale (JAWS) to investigate affective responses to work stressors. Journal of Occupational Health Psychology, 5 (2), 219-230. https://psycnet.apa.org/record/2000-03046-001

Vedder-Weiss, D., & Fortus, D. (2018). Teachers’ mastery goals: Using a self-report survey to study the relations between teaching practices and students’ motivation for science learning. Research in Science Education, 48, 181–206. https://doi.org/10.1007/s11165-016-9565-3

Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: the PANAS scales. Journal of Personality and Social Psychology, 54, 1063–1070. https://psycnet.apa.org/doi/10.1037/0022-3514.54.6.1063

Wolf, N. G., Auerswald, S., Seinsche, A., Saul, I., & Klocke, H. (2021). German student teachers’ decision process of becoming a teacher: The relationship among career exploration and decision-making self-efficacy, teacher motivation and early field experience. Teaching and Teacher Education, 105, 103350. https://doi.org/10.1016/j.tate.2021.103350