<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742023000100500</article-id>
<article-id pub-id-type="doi">10.1590/198053149632</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[SOBRECARGA LABORAL EN PROFESORAS CHILENAS: EL ROL MODERADOR DEL CONTROL Y EL SOPORTE SOCIAL]]></article-title>
<article-title xml:lang="pt"><![CDATA[SOBRECARGA LABORAL EM PROFESSORAS CHILENAS: O PAPEL MODERADOR DO CONTROLE E DO SUPORTE SOCIAL]]></article-title>
<article-title xml:lang="en"><![CDATA[WORK OVERLOAD AMONG FEMALE CHILEAN TEACHERS: THE MODERATING ROLE OF CONTROL AND SOCIAL SUPPORT]]></article-title>
<article-title xml:lang="fr"><![CDATA[SURCHARGE DE TRAVAIL CHEZ LES ENSEIGNANTES CHILIENNES: RÔLE MODÉRATEUR DU CONTRÔLE ET DU SOUTIEN SOCIAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oyarzún-Maldonado]]></surname>
<given-names><![CDATA[Cristian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cornejo-Chávez]]></surname>
<given-names><![CDATA[Rodrigo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Chile  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Chile  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>53</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742023000100500&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742023000100500&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742023000100500&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación evaluó el rol moderador que las variables &#8220;control&#8221; y &#8220;soporte social&#8221; ejercen en la percepción de sobrecarga laboral de profesoras chilenas. Para esto, se efectuó un diseño transversal en base a datos secundarios, realizándose un análisis de moderación simple con las respuestas de cuestionarios auto-reportados por 4.813 profesoras chilenas, quienes en 2019 impartían las asignaturas de &#8220;Lenguaje y Comunicación&#8221; y &#8220;Matemática&#8221; de 8° año de Enseñanza Básica. Los resultados demuestran que el rol moderador solo es ejercido por el &#8220;soporte social&#8221;, variable que atenuó el efecto nocivo de la sobrecarga en la satisfacción laboral. En las consideraciones finales, se analizan las implicancias teóricas y proyecciones derivadas de los resultados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esta pesquisa avaliou o papel moderador que as variáveis &#8220;controle&#8221; e &#8220;suporte social&#8221; exercem na percepção de sobrecarga de trabalho em professoras chilenas. Para isso, foi realizado um desenho transversal baseado em dados secundários, bem como uma análise de moderação simples com as respostas de questionários autoapresentados por 4.813 professoras chilenas, que em 2019 lecionavam as matérias de &#8220;Linguagem e Comunicação&#8221; e &#8220;Matemática&#8221; do 8º ano do ensino fundamental. Os resultados demonstram que o papel moderador é exercido apenas pelo &#8220;suporte social&#8221;, variável que atenuou o efeito nocivo da sobrecarga na satisfação laboral. Nas considerações finais, são analizadas as implicações teóricas e projeções derivadas dos resultados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present study evaluated the moderating role that the variables &#8220;control&#8221; and &#8220;social support&#8221; play in the perception of work overload among female Chilean teachers. To this end, we conducted a cross-sectional design based on secondary data, as well as a simple moderation analysis with the responses of self-submitted questionnaires from 4,813 female Chilean teachers who, in 2019, taught &#8220;Language and Communication&#8221; and &#8220;Mathematics&#8221; in the 8th grade of elementary school. The results show that only the variable &#8220;social support&#8221; plays a moderating role in attenuating the harmful effect of overload on job satisfaction. In the final considerations, we analyze the theoretical implications and projections derived from the results.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cette recherche a évalué le rôle modérateur que les variables &#8220;contrôle&#8221; et &#8220;soutien social&#8221; exercent sur la perception de surcharge de travail chez des enseignantes chiliennes. Pour ce faire, une étude transversale basée sur des données secondaires a été réalisée, ainsi qu&#8217;une analyse de modération simple, effectuée à partir de questionnaires auto-administrés auxquels ont répondu 4.813 professeures chiliennes qui, en 2019, enseignaient les sujets &#8220;Langue et Communication&#8221; et &#8220;Mathématiques&#8221; en huitième. Les résultats ont montré que le rôle modérateur n&#8217;est exercé que par le &#8220;soutien social&#8221;, variable qui a atténué l&#8217;effet néfaste de la surcharge sur la satisfaction professionnelle. Dans les considérations finales, les implications théoriques et les projections dérivées des résultats sont analysées.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[TRABAJO DOCENTE]]></kwd>
<kwd lng="es"><![CDATA[SOBRECARGA LABORAL]]></kwd>
<kwd lng="es"><![CDATA[CONTROL]]></kwd>
<kwd lng="es"><![CDATA[SOPORTE SOCIAL]]></kwd>
<kwd lng="pt"><![CDATA[TRABALHO DOCENTE]]></kwd>
<kwd lng="pt"><![CDATA[SOBRECARGA LABORAL]]></kwd>
<kwd lng="pt"><![CDATA[CONTROLE]]></kwd>
<kwd lng="pt"><![CDATA[SUPORTE SOCIAL]]></kwd>
<kwd lng="en"><![CDATA[TEACHING WORK]]></kwd>
<kwd lng="en"><![CDATA[WORK OVERLOAD]]></kwd>
<kwd lng="en"><![CDATA[CONTROL]]></kwd>
<kwd lng="en"><![CDATA[SOCIAL SUPPORT]]></kwd>
<kwd lng="fr"><![CDATA[TRAVAIL ENSEIGNANT]]></kwd>
<kwd lng="fr"><![CDATA[SURCHARGE DE TRAVAIL]]></kwd>
<kwd lng="fr"><![CDATA[CONTRÔLE]]></kwd>
<kwd lng="fr"><![CDATA[SOUTIEN SOCIAL]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ascorra]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[López]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Bilbao]]></surname>
<given-names><![CDATA[M. Á.]]></given-names>
</name>
<name>
<surname><![CDATA[Correa]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Guzmán]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Moraga]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Olavarría]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Relación entre el bienestar social de profesores y el nivel de autonomía y tamaño de escuelas municipalizadas chilenas]]></article-title>
<source><![CDATA[Terapia Psicológica]]></source>
<year>2014</year>
<volume>32</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>121-32</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Asún]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Construcción de cuestionarios y escalas: El proceso de la producción de la información cuantitativa]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Canales]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Metodologías de la Investigación Social]]></source>
<year>2006</year>
<page-range>61-111</page-range><publisher-name><![CDATA[LOM Ediciones]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bakker]]></surname>
<given-names><![CDATA[A. B.]]></given-names>
</name>
<name>
<surname><![CDATA[Demerouti]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La teoría de las demandas y los recursos laborales]]></article-title>
<source><![CDATA[Revista de Psicología del Trabajo y de las Organizaciones]]></source>
<year>2013</year>
<volume>29</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>107-15</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bolin]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A study of teacher job satisfaction and factors that influence it]]></article-title>
<source><![CDATA[Chinese Education &amp; Society]]></source>
<year>2007</year>
<volume>40</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>47-64</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bryman]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Social research methods]]></source>
<year>2012</year>
<publisher-name><![CDATA[Oxford University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cabezas]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Narea]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Torres Irribarra]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Icaza]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Escalona]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Reyes]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Bienestar docente durante la pandemia de covid-19 en Chile: Demandas y recursos para afrontar la angustia psicológica]]></article-title>
<source><![CDATA[Psykhe]]></source>
<year>2022</year>
<volume>31</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-24</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cornejo-Chávez]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Condiciones de trabajo y bienestar/malestar docente en profesores de enseñanza media de Santiago de Chile]]></article-title>
<source><![CDATA[Educação &amp; Sociedade]]></source>
<year>2009</year>
<volume>30</volume>
<numero>107</numero>
<issue>107</issue>
<page-range>409-26</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Doef]]></surname>
<given-names><![CDATA[M. van der]]></given-names>
</name>
<name>
<surname><![CDATA[Maes]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The job demand-control (-support) model and psychological well-being: A review of 20 years of empirical research]]></article-title>
<source><![CDATA[Work &amp; Stress]]></source>
<year>1999</year>
<volume>13</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>87-114</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hakanen]]></surname>
<given-names><![CDATA[J. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Bakker]]></surname>
<given-names><![CDATA[A. B.]]></given-names>
</name>
<name>
<surname><![CDATA[Schaufeli]]></surname>
<given-names><![CDATA[W. B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Burnout and work engagement among teachers]]></article-title>
<source><![CDATA[Journal of School Psychology]]></source>
<year>2006</year>
<volume>43</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>495-513</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hayes]]></surname>
<given-names><![CDATA[A. F.]]></given-names>
</name>
</person-group>
<source><![CDATA[Introduction to mediation, moderation, and conditional process analysis]]></source>
<year>2013</year>
<publisher-name><![CDATA[The Guilford Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ibrahim]]></surname>
<given-names><![CDATA[R. Z. A. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Zalam]]></surname>
<given-names><![CDATA[W. Z. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Foster]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Afrizal]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Johansyah]]></surname>
<given-names><![CDATA[M. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Saputra]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Bakar]]></surname>
<given-names><![CDATA[A. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Dagang]]></surname>
<given-names><![CDATA[M. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ali]]></surname>
<given-names><![CDATA[S. N. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Psychosocial work environment and teachers&#8217; psychological well-being: The moderating role of job control and social support]]></article-title>
<source><![CDATA[International Journal of Environmental Research and Public Health]]></source>
<year>2021</year>
<volume>18</volume>
<numero>14</numero>
<issue>14</issue>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ingersoll]]></surname>
<given-names><![CDATA[R. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher turnover and teacher shortages: An organizational analysis]]></article-title>
<source><![CDATA[American Educational Research Journal]]></source>
<year>2016</year>
<volume>38</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>499-534</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Johnson]]></surname>
<given-names><![CDATA[S. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Kraft]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Papay]]></surname>
<given-names><![CDATA[J. P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[How context matters in high-need schools: The effects of teachers&#8217; working conditions on their professional satisfaction and their students&#8217; achievement]]></article-title>
<source><![CDATA[Teachers College Record]]></source>
<year>2012</year>
<volume>114</volume>
<numero>10</numero>
<issue>10</issue>
<page-range>1-39</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jorquera]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Orellana]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Tapia]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Vergara]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Síndrome de Burnout en una muestra de profesores/as de enseñanza básica de la ciudad de Copiapó]]></article-title>
<source><![CDATA[Summa Psicológica UST]]></source>
<year>2014</year>
<volume>11</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>115-34</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Karasek]]></surname>
<given-names><![CDATA[R. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Job demands, job decision latitude, and mental strain: Implications for job redesign]]></article-title>
<source><![CDATA[Administrative Science Quarterly]]></source>
<year>1979</year>
<volume>24</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>285-308</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kunter]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Klusmann]]></surname>
<given-names><![CDATA[U.]]></given-names>
</name>
<name>
<surname><![CDATA[Baumert]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Richter]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Voss]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Hachfeld]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Professional competence of teachers: Effects on instructional quality and student development]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>2013</year>
<volume>105</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>805-20</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Liu]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Onwuegbuzie]]></surname>
<given-names><![CDATA[A. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Chinese teachers&#8217; work stress and their turnover intention]]></article-title>
<source><![CDATA[International Journal of Educational Research]]></source>
<year>2012</year>
<volume>53</volume>
<page-range>160-70</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher and school determinants of teacher job satisfaction: A multilevel analysis]]></article-title>
<source><![CDATA[School Effectiveness and School Improvement]]></source>
<year>2020</year>
<volume>31</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>641-59</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Meredith]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Moolenaar]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Struyve]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Vandecandelaere]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Gielen]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Kyndt]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The importance of a collaborative culture for teachers&#8217; job satisfaction and affective commitment]]></article-title>
<source><![CDATA[European Journal of Psychology of Education]]></source>
<year>2022</year>
<volume>38</volume>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<collab>Ministerio de Educación (Mineduc)</collab>
<source><![CDATA[Estadísticas de la educación 2018]]></source>
<year>2019</year>
<publisher-name><![CDATA[Centro de Estudios Mineduc]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Oyarzún-Maldonado]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Cornejo-Chávez]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Trabajo docente y nueva gestión pública en Chile: Una revisión de la evidencia]]></article-title>
<source><![CDATA[Educação &amp; Sociedade]]></source>
<year>2020</year>
<volume>41</volume>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Quiñones]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Broeck]]></surname>
<given-names><![CDATA[A. van den]]></given-names>
</name>
<name>
<surname><![CDATA[Witte]]></surname>
<given-names><![CDATA[H. de.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Burnout in chilean public teachers: Analysis of the health impairment process]]></article-title>
<source><![CDATA[Revista Chilena de Salud Pública]]></source>
<year>2012</year>
<volume>16</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>212-24</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shirley]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Hargreaves]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Washington-Wangia]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The sustainability and unsustainability of teachers&#8217; and leaders&#8217; well-being]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2020</year>
<volume>92</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-12</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Skaalvik]]></surname>
<given-names><![CDATA[E. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Skaalvik]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Job demands and job resources as predictors of teacher motivation and well-being]]></article-title>
<source><![CDATA[Social Psychology of Education]]></source>
<year>2018</year>
<volume>21</volume>
<page-range>1251-75</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Skaalvik]]></surname>
<given-names><![CDATA[E. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Skaalvik]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Collective teacher culture: Exploring an elusive construct and its relations with teacher autonomy, belonging, and job satisfaction]]></article-title>
<source><![CDATA[Social Psychology of Education]]></source>
<year>2021</year>
<volume>24</volume>
<page-range>1389-406</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Skaalvik]]></surname>
<given-names><![CDATA[E. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Skaalvik]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher burnout: Relations between dimensions of burnout, perceived school context, job satisfaction and motivation for teaching]]></article-title>
<source><![CDATA[A longitudinal study. Teachers and Teaching]]></source>
<year>2021</year>
<volume>26</volume>
<numero>7-8</numero>
<issue>7-8</issue>
<page-range>1-15</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Skaalvik]]></surname>
<given-names><![CDATA[E. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Skaalvik]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher stress and coping strategies: The struggle to stay in control]]></article-title>
<source><![CDATA[Creative Education]]></source>
<year>2021</year>
<volume>12</volume>
<numero>06</numero>
<issue>06</issue>
<page-range>1273-95</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Smith]]></surname>
<given-names><![CDATA[W. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Holloway]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[School testing culture and teacher satisfaction]]></article-title>
<source><![CDATA[Educational Assessment, Evaluation and Accountability]]></source>
<year>2020</year>
<volume>32</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>461-79</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Toropova]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Myrberg]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Johansson]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher job satisfaction: The importance of school working conditions and teacher characteristics]]></article-title>
<source><![CDATA[Educational Review]]></source>
<year>2021</year>
<volume>73</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>71-97</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<collab>United Nations Educational Scientific and Cultural Organization (Unesco)</collab>
<source><![CDATA[Condiciones de trabajo y salud docente: Estudios de casos en Argentina, Chile, Ecuador, México, Perú y Uruguay]]></source>
<year>2005</year>
<publisher-name><![CDATA[Unesco, Oficina Regional de Educación para América Latina y el Caribe]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Verhoeven]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Kraaij]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Joekes]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Maes]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Job conditions and wellness/health outcomes in dutch secondary school teachers]]></article-title>
<source><![CDATA[Psychology &amp; Health]]></source>
<year>2003</year>
<volume>18</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>473-87</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Verhoeven]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Maes]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Kraaij]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Joekes]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The job demand-control-social support model and wellness/health outcomes: A European study]]></article-title>
<source><![CDATA[Psychology &amp; Health]]></source>
<year>2003</year>
<volume>18</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>421-40</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Viac]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Frazer]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers&#8217; well-being: A framework for data collection and analysis]]></article-title>
<source><![CDATA[OECD Education Working Papers]]></source>
<year>2020</year>
<numero>213</numero>
<issue>213</issue>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wischlitzki]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Amler]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Hiller]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Drexler]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Psychosocial risk management in the teaching profession: A systematic review]]></article-title>
<source><![CDATA[Safety and Health at Work]]></source>
<year>2020</year>
<volume>11</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>385-96</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zembylas]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Papanastasiou]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Sources of teacher job satisfaction and dissatisfaction in Cyprus]]></article-title>
<source><![CDATA[Compare: A Journal of Comparative and International Education]]></source>
<year>2006</year>
<volume>36</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>229-47</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
