Alarcón, A. M. et al. (2024). Collective and collaborative actions among peers in school as a form of cultural resistance of Mapuche children in La Araucanía, Chile. Journal of Social and Personal Relationships, 41(3), 670-686.
Anderman, L. H. & Klassen, R. M. (2015). Being a teacher: Efficacy, emotions, and interpersonal relationships in the classroom. Handbook of educational psychology, Routledge, 416-428.
Arens, A. K. & A. J. Morin (2016). Relations between teachers’ emotional exhaustion and students’ educational outcomes. Journal of educational psychology, 108(6), 800.
Baker-Doyle, K. J. (2011). The networked teacher: How new teachers build social networks for professional support, Teachers College Press.
Benbow, R. J. & Lee, C. (2019). Teaching-focused social networks among college faculty: exploring conditions for the development of social capital. Higher Education, 78, 67-89.
Bergmark, U. (2023). Teachers’ professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development. Professional development in education, 49(2), 210-224.
Brunie, A. (2009). Meaningful distinctions within a concept: Relational, collective, and generalized social capital. Social science research, 38(2), 251-265.
Burt, R. S. (2000). The network structure of social capital. Research in organizational behavior, 22, 345-423.
Butler, D. L. (2003). Self-regulation and collaborative learning in teachers’ professional development. Annual meetings of the European Association for Research in Learning and instruction (EARLI). Padua, Italy.
Cannata, M. (2011). The role of social networks in the teacher job search process. The Elementary School Journal, 111(3), 477-500.
Carpenter, J. P. et al. (2023). Using Social Media in pre-service teacher education: The case of a program-wide twitter hashtag. Teaching and Teacher Education, 124, 104036.
Chen, J. & Cheng, T. (2021). Review of research on teacher emotion during 1985–2019: a descriptive quantitative analysis of knowledge production trends. European Journal of Psychology of Education, 1-22.
Chen, J. (2021). Refining the teacher emotion model: Evidence from a review of literature published between 1985 and 2019. Cambridge Journal of Education, 51(3), 327-357.
Coburn, C. E. & Russell, J. L. (2008). District policy and teachers’ social networks. Educational evaluation and policy analysis, 30(3), 203-235.
Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of educational psychology, 104(4), 1189.
Collinson, V. & Cook, T. F. (2006). Organizational learning: Improving learning, teaching, and leading in school systems. Sage.
Coppe, T. et al. (2022). (Second career) teachers' work socialization as a networked process: New empirical and methodological insights. Teaching and Teacher Education, 116, 103766.
Darling-Hammond, L. & Richardson, N. (2009). Research review/teacher learning: What matters. Educational leadership, 66(5), 46-53.
Demir, E. K. (2021). The role of social capital for teacher professional learning and student achievement: A systematic literature review. Educational research review, 33, 100391.
Dolan, P. (2022). Empathy, Social Support, and Community: The Intersection of Concepts in Achieving Caring Communities. Community Development for Times of Crisis, Routledge, 203-214.
Domingo Segovia, J. et al. (2024). Andalusian Schools as Professional Learning Communities: Constraints and Possibilities. Leadership and Policy in Schools, 1-15.
Donati, P. (2014). Social capital and the added value of social relations. International Review of Sociology, 24(2), 291-308.
Dulfer, N., McKernan, A., & Kriewaldt, J. (2023). Undermining teachers’ social capital: a question of trust, professionalism, and empowerment. British Journal of Sociology of Education, 44(3), 418-434.
Fairman, J. C. et al. (2023). The challenge of keeping teacher professional development relevant. Professional development in education, 49(2), 197-209.
Fauske, J. R. & Raybould, R. (2005). Organizational learning theory in schools. Journal of Educational Administration, 43(1), 22-40.
Feldman, D. C. (1984). The development and enforcement of group norms. Academy of management review, 9(1), 47-53.
Forsyth, P. B. & Adams, C. M. (2004). Social capital in education. Educational administration, policy, and reform: Research and measurement, 251.
Fox, A. R. & Wilson, E. G. (2015). Networking and the development of professionals: Beginning teachers building social capital. Teaching and Teacher Education, 47, 93-107.
Frenzel, A. C. (2014). Teacher emotions. International handbook of emotions in education, Routledge, 494-519.
Fried, L., Mansfield, C. & Dobozy, E. (2015). Teacher emotion research: Introducing a conceptual model to guide future research. Issues in Educational Research, 25(4), 415-441.
Gelfand, M. J., Gavrilets, S., & Nunn, N. (2024). Norm dynamics: interdisciplinary perspectives on social norm emergence, persistence, and change. Annual Review of Psychology, 75, 341-378.
Hargreaves, A. & Fullan, M. (2015). Professional capital: Transforming teaching in every school. Teachers College Press.
Hargreaves, A. (2001). Emotional geographies of teaching. Teachers college record, 103(6), 1056-1080.
Hauge, K. (2019). Teachers’ collective professional development in school: A review study. Cogent Education, 6(1), 1619223.
Heikkilä, M. & Mankki, V. (2023). Teachers’ agency during the Covid-19 lockdown: A new materialist perspective. Pedagogy, Culture & Society, 31(5), 989-1004.
Hen, M. & Sharabi-Nov, A. (2014). Teaching the teachers: Emotional intelligence training for teachers. Teaching education, 25(4), 375-390.
Jiang, J. et al. (2016). Teachers' emotions and emotion regulation strategies: Self-and students' perceptions. Teaching and Teacher Education, 54, 22-31.
Johnson, W. (2012). Never underestimate the value of connections: Social capital's strength lies in expertise, reciprocity, and relevance. The Learning Professional, 33(1), 38.
Kalkstein, D. A. et al. (2023). Social norms govern what behaviors come to mind—And what do not. Journal of personality and social psychology, 124(6), 1203.
Kasperski, R. & Blau, I. (2023). Social capital in high-schools: teacher-student relationships within an online social network and their association with in-class interactions and learning. Interactive Learning Environments, 31(2), 955-971.
Kilday, J. E. & Ryan, A. M. (2022). The intersection of the peer ecology and teacher practices for student motivation in the classroom. Educational Psychology Review, 34(4), 2095-2127.
Klusmann, U. et al. (2008). Engagement and emotional exhaustion in teachers: Does the school context make a difference?. Applied Psychology, 57, 127-151.
Kvam, E. K. (2023). Knowledge development in the teaching profession: an interview study of collective knowledge processes in primary schools in Norway. Professional development in education, 49(3), 429-441.
Lam, B.-h. & Lam, B.-h. (2019). Correction to: Social support, well-being, and teacher development. Springer.
Lewis, E. B. M., Haviland-Jones, J. M. & Barrett, L. F. (2011). Emotions. RE Tremblay, M., Boivin, R., de Peters, V., & Lewis, M. (Ed.). Thème. Encyclopédie sur le développement des jeunes enfants.
Lin, N. (2017). Building a network theory of social capital. Social capital, 3-28.
Ma, N. et al. (2023). The effect of interaction between knowledge map and collaborative learning strategies on teachers’ learning performance and self-efficacy of group learning. Interactive Learning Environments, 31(3), 1592-1606.
Martin, L. & Mulvihill, T. (2023). Voices in Education: Successful Professional Development for Educators: What Does It Look Like and Who Should Be Involved?. The Teacher Educator, 58(1), 1-14.
McCharen, B., Song, J., & Martens, J. (2011). School innovation: The mutual impacts of organizational learning and creativity. Educational Management Administration & Leadership, 39(6), 676-694.
Mérida-López, S. & Extremera, N. (2017). Emotional intelligence and teacher burnout: A systematic review. International Journal of Educational Research, 85, 121-130.
Meyer, J. P. (2023). Social capital as the main driver of organizationally valuable innovation. European Journal of Innovation Management, 26(5), 1293-1311.
Minckler, C. H. (2014). School leadership that builds teacher social capital. Educational Management Administration & Leadership, 42(5), 657-679.
Nahapiet, J. & Ghoshal, S. (1998). Social capital, intellectual capital, and the organizational advantage. Academy of management review, 23(2), 242-266.
Naicker, I., Grant, C. C., & Pillay, S. S. (2016). Schools performing against the odds: Enablements and constraints to school leadership practice. South African Journal of Education, 36(4), 1-10.
Naqshbandi, M. M., Meeran, S., & Wilkinson, A. (2023). On the soft side of open innovation: the role of human resource practices, organizational learning culture and knowledge sharing. R & D Management, 53(2), 279-297.
Nicolini, D. & Meznar, M. B. (1995). The social construction of organizational learning: conceptual and practical issues in the field. Human relations, 48(7), 727-746.
Nolan, A. & Molla, T. (2017). Teacher confidence and professional capital. Teaching and Teacher Education, 62, 10-18.
Noonan, J. (2016). Teachers learning: Engagement, identity, and agency in powerful professional development.
Penuel, W. et al. (2009). Analyzing teachers’ professional interactions in a school as social capital: A social network approach. Teachers college record, 111(1), 124-163.
Petersen, C. & Johnston, K. A. (2015). The Impact of Social Media Usage on the Cognitive Social Capital of University Students. Informing Science, 18.
Picard, K. & Kutsyuruba, B. (2017). Teachers' engagement in professional development: A collective case study. Educational Policies and Current Practices, 2(2), 89-100.
Prestridge, S. & Tondeur, J. (2015). Exploring elements that support teachers engagement in online professional development. Education sciences, 5(3), 199-219.
Purwanto, A., Fahmi, K., & Sulaiman, A. (2023). Linking of transformational leadership, learning culture, organizational structure and school innovation capacity: CB SEM AMOS analysis. Journal of Information Systems and Management (JISMA), 2(3), 1-8.
Putnam, R. D. (2002). Democracies in flux: The evolution of social capital in contemporary society. USA: Oxford University Press.
Ranieri, M., Manca, S., & Fini, A. (2012). Why (and how) do teachers engage in social networks? An exploratory study of professional use of F acebook and its implications for lifelong learning. British journal of educational technology, 43(5), 754-769.
Rehm, M. & Notten, A. (2016). Twitter as an informal learning space for teachers!? The role of social capital in Twitter conversations among teachers. Teaching and Teacher Education, 60, 215-223.
Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. The future of children, 137-155.
Segal, A. (2024). Rethinking Collective Reflection in Teacher Professional Development. Journal of Teacher Education, 75(2), 155-167.
Seprudin, S. (2024). Teacher Professional Development: A Systematic Literature Review on Strategies for Effective Continuous Learning. International Journal of Multidisciplinary Approach Sciences and Technologies, 1(1), 45-54.
Shi, L., Chen, S., & Zhou, Y. (2023). The influence of social capital on primary school teachers' creative teaching behavior: Mediating effects of knowledge sharing and creative teaching self-efficacy. Thinking Skills and Creativity, 47, 101226.
Sintayehu, B. (2021). Analysis contributions of school climate and teachers’ professional identity to professional capital development in Awi zone primary schools. Department of Teacher Education and Curriculum Studies. Bahir Dar University, Ethiopia.
Staudt Willet, K. B. (2023). Early career teachers’ expansion of professional learning networks with social media. Professional development in education, 1-17.
Stein, C. M., Morris, N. J., & Nock, N. L. (2012). Structural equation modeling. Statistical human genetics: Methods and protocols, 495-512.
Sutton, R. E. & Harper, E. (2009). Teachers' emotion regulation. International handbook of research on teachers and teaching, Springer, 389-401.
Sutton, R. E. & Wheatley, K. F. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15, 327-358.
Tsang, KK. (2014). A Review of Current Sociological Research on Teachers’ Emotions: The Way Forward. British Journal of Education, Society & Behavioural Science, 4(2), 241-256.
Ullman, J. B. & Bentler, P. M. (2012). Structural equation modeling. Handbook of Psychology. Second Edition. 2.
Visser, M. (2005). The social construction of organizational learning and knowledge; an interactional perspective.
Watts, D. S. & Richardson, J. W. (2020). Leveraging professional development to build professional capital in international schools in Asia. Journal of Professional Capital and Community, 5(2), 167-182.
Watts, D. S. (2018). The relationship between professional development and professional capital: A case study of international schools in Asia.
Willy, T. (2023). Lived experiences of teacher mentors; the importance of context and partnership in mentoring arrangements in the English school system (Doctoral dissertation, UCL (University College London)).
Wong, K. et al. (2012). Exploring the potential benefits of Facebook on personal, social, academic and career development for higher education students. Hybrid Learning: 5th International Conference, ICHL 2012, Guangzhou, China, August, 13-15, 2012. Proceedings 5, Springer.
Zembylas, M. (2006). Teaching with emotion: A postmodern enactment, IAP.
