References

1. Lester, L., Cefai, C., Cavioni, V., Barnes, A., & Cross, D. (2020). A Whole-School Approach to Promoting Staff Wellbeing. Australian Journal of Teacher Education, 45(2). http://dx.doi.org/10.14221/ajte.2020v45n2.1  
2. Cross & Falconer (2021). School Leaders’ And Staff Wellbeing Is Critical For Student Success: https://www.isq.qld.edu.au/media/1kli1et2/school-leaders-and-staff-wellbeing-is-critical-for-student-success-2021.pdf 
3. Harvey, S. B., Joyce, S., Tan, L., Johnson, A., Nguyen, H., Modini, M., & Groth, M. (2014). Developing a mentally healthy workplace: A review of the literature. Sydney: University of New South Wales. 
4. Milfont, T. L., Denny, S., Ameratunga, S., Robinson, E., & Merry, S. (2008). Burnout and wellbeing: Testing the Copenhagen burnout inventory in New Zealand teachers. Social Indicators Research, 89(1), 169-177. https://doi.org/10.1007/s11205-007-9229-9
5. Naghieh, A., Montgomery, P., Bonell, C. P., Thompson, M., & Aber, J. L. (2013). Organisational interventions for improving wellbeing and reducing work‐related stress in teachers. The Cochrane Library. https://doi.org/10.1002/14651858.CD010306
6. Stansfeld, S., & Candy, B. (2006b). Psychosocial work environment and mental health—a meta-analytic review. Scandinavian journal of work, environment & health, 443-462. https://doi.org/10.5271/sjweh.1050
7. Fredrickson, B. L., & Joiner, T. (2002). Positive emotions trigger upward spirals toward emotional well-being. Psychological science, 13(2), 172-175. https://doi.org/10.1111/1467-9280.00431
8. Dabrowski, A. (2020). Teacher Wellbeing During a Pandemic: Surviving or Thriving? Social Education Research, 35-40. doi:10.37256/ser.212021588
9. 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. https://doi.org/10.1037/a0029356
10. Dahlkamp, S., Peters, M., & Schumacher, G. (2017). Principal self-efficacy, school climate, and teacher retention: A multi-level analysis. Alberta Journal of Educational Research, 63(4), 357-376. 
11. Gray, C., Wilcox, G., & Nordstokke, D. (2017). Teacher mental health, school climate, inclusive education and student learning: A review. Canadian Psychology/Psychologie Canadienne, 58(3), 203. https://doi.org/10.1037/cap0000117
12. Malinen, O.-P., & Savolainen, H. (2016). The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study. Teaching and teacher education, 60, 144-152. https://doi.org/10.1016/j.tate.2016.08.012
13. Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers college record, 111(1), 180-213. 
14. Greany, T., & Earley, P. (2021). School Leadership and Education System Reform: Edition 2: Bloomsbury Publishing.
15. Kern, M. L., Waters, L., Adler, A., & White, M. (2014). Assessing Employee Wellbeing in Schools Using a Multifaceted Approach: Associations with Physical Health, Life Satisfaction, and Professional Thriving. Psychology, 05(06), 500-513. doi:10.4236/ psych.2014.56060
16. Turner, T. (2019). Teacher wellbeing its effects on teaching practice and student learning. Issues in Educational Research,, 29(3), 938-960. 
17. David Osher, Pamela Cantor, Juliette Berg, Lily Steyer & Todd Rose (2020) Drivers of human development: How relationships and context shape learning and development1 , Applied Developmental Science, 24:1, 6-36, DOI: 10.1080/10888691.2017.1398650
18. Bond L, Butler H, Thomas L, Carlin J, Glover S, Bowes G, Patton G. Social and school connectedness in early secondary school as predictors of late teenage substance use, mental health, and academic outcomes. J Adolesc Health. 2007 Apr;40(4):357.e9-18. doi: 10.1016/j.jadohealth.2006.10.013. Epub 2007 Feb 5. PMID: 17367730.
19. Aelterman, A., Engels, N., Van Petegem, K., & Pierre Verhaeghe, J. (2007). The well‐being of teachers in Flanders: the importance of a supportive school culture. Educational Studies, 33(3), 285-297. doi:10.1080/03055690701423085
20. OECD. (2013). OECD Guidelines on Measuring Subjective Well-being. Retrieved from Paris: 
21. OECD. (2014). TALIS 2013 Results: An International Perspective on Teaching and Learning, TALIS. Retrieved from Paris: 
22. OECD. (2015). How’s Life? 2015. Paris,: OECD Publishing. 
23. OECD. (2016). PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, PISA. Retrieved from Paris: 
24. OECD. (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners. Retrieved from Paris: https:// www.oecd-ilibrary.org/sites/1d0bc92a-en/index.html?itemId=/ content/publication/1d0bc92a-en
25. Tschannen-Moran, M., Price, E., Nienke M. Moolenaar, H., & Gareis, C. R. (2015). Faculty trust in the principal: an essential ingredient in high-performing schools. Journal of Educational Administration, 53(1), 66-92. doi:10.1108/jea-02-2014-0024
26. McCallum, F. (2021). Teacher and Staff Wellbeing: Understanding the Experiences of School Staff. In: Kern, M.L., Wehmeyer, M.L. (eds) The Palgrave Handbook of Positive Education . Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-64537-3_28
27. Duckworth, A. L., Quinn, P. D., & Seligman, M. E. P. (2009). Positive predictors of teacher effectiveness. The Journal of Positive Psychology, 4(6), 540–547. https://doi.org/10.1080/17439760903157232
28. Turner, K. & Thielking, M. (2019). Teacher wellbeing: Its effects on teaching practice and student learning. Issues in Educational Research, 29(3), 938-960. http://www.iier.org.au/iier29/turner2.pdf
29. Dabrowski, A. (2019). Enhancing wellbeing through social capital: Can online education address the teacher wellbeing

crisis? Independence, 44(1)

30. Timperley, H., Kaser, L., & Halbert, J. (2014). A framework for transforming learning in schools: Innovation and the spiral of inquiry (Vol. 234). Melbourne: Centre for Strategic Education.
31. Kwatubana, Siphokazi & Molaodi, Vivian. (2021). Leadership Styles that Would Enable School Leaders to Support the Wellbeing of Teachers during COVID-19. 
32. Kim LE, Asbury K. ‘Like a rug had been pulled from under you’: The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. Br J Educ Psychol. 2020 Dec;90(4):1062-1083. doi: 10.1111/bjep.12381. Epub 2020 Sep 25. PMID: 32975830; PMCID: PMC7537096.
33. Roula Rafic Berjaoui & Rima Karami-Akkary (2020) Distributed Leadership as a Path to Organizational Commitment: The Case of a Lebanese School, Leadership and Policy in Schools, 19:4, 610-624, DOI: 10.1080/15700763.2019.1637900
34. Pozo-Rico Teresa, Sandoval Ivan (2020) Can Academic Achievement in Primary School Students Be Improved Through Teacher Training on Emotional Intelligence as a Key Academic Competency? JOURNAL=Frontiers in Psychology. VOLUME=10. URL=https://www.frontiersin.org/articles/10.3389/fpsyg.2019.02976    DOI=10.3389/fpsyg.2019.02976
35. https://www.helpguide.org/articles/mental-health/emotional-intelligence-eq.htm
36. https://positivepsychology.com/emotional-intelligence-scales/
37. https://positivepsychology.com/emotional-intelligence-workplace/
38. Book: Emotional Intelligence: Why It Can Matter More Than IQ. Daniel Goleman
39. Ten Things You Can Do To Make Your Workplace Mentally Healthy – Beyou 
40. Planning for Wellbeing: mine, yours, ours – BeYou
41. Creating a Mentally Healthy Workplace – Beyond Blue Heads Up
42.  Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools
43. Allen, K., Kern, M.L., Vella-Brodrick, D. et al. What Schools Need to Know About Fostering School Belonging: a Meta-analysis. Educ Psychol Rev 30, 1–34 (2018). https://doi.org/10.1007/s10648-016-9389-8
44. Collective Teacher Efficacy (CTE) according to John Hattie
45. Developing collective efficacy, VIC DET
46. Friedman, S.D. (2015), SKILLS FOR INTEGRATING WORK AND LIFE. Leader to Leader, 2015: 48-54. https://doi.org/10.1002/ltl.20191
47. Zadok-Gurman, T.;Jakobovich, R.; Dvash, E.; Zafrani, K.; Rolnik, B.; Ganz, A.B.; Lev-Ari, S. Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic. Int. J. Environ. Res. Public Health 2021, 18, 3689. https://doi.org/10.3390/ijerph18073689
48. Zhao Y, Watterston J. The changes we need: Education post COVID-19. J Educ Change. 2021;22(1):3–12. doi: 10.1007/s10833-021-09417-3. Epub 2021 Feb 18. PMCID: PMC7890782.
49. A folder containing multiple research articles RE Covid and Schools
50. Developing Inner Leadership  David Loader2010.Developing Inner Leadershipin Developing Successful Leadership [electronic resource] by Davies, BrentBrundrett, Mark.1st ed. 2010.Springer Netherlands ; Imprint SpringerDordrecht :
51.  The emotional intensity of educational leadership: a scoping review: Heffernan, Amanda ; MacDonald, Katrina ; Longmuir, FionaThe emotional intensity of educational leadership: a scoping reviewInternational journal of leadership in educationahead-of-print(ahead-of-print)1 – 23
52. Educational Leaders and Emotions: An International Review of Empirical Evidence 1992–2012: Berkovich, I.Eyal, O.2015Educational Leaders and Emotions: An International Review of Empirical Evidence 1992–2012Review of educational research85(1)129 – 167
53. Seven strong claims about successful school leadership revisited. Kenneth Leithwood, Alma Harris & David Hopkins2020Seven strong claims about successful school leadership revisitedSchool Leadership & Management Formerly School Organisation40(1)5 – 22
54. Are we on the same page? Effects of self-awareness of empowering and transformational leadership 
55. Tekleab, A.G.Sims Jr, H.P., Yun, S., Tesluk, P.E., Cox, J.2007Are we on the same page? Effects of self-awareness of empowering and transformational leadershipJournal of leadership & organizational studies14(3)185 – 201
56. Knowing me, knowing us: Personal and collective self-awareness enhances authentic leadership and leader endorsement Steffens, Niklas K ; Wolyniec, Nathan ; Okimoto, Tyler G ; Mols, Frank ; Haslam, S. Alexander ; Kay, Adam A2021-12Knowing me, knowing us: Personal and collective self-awareness enhances authentic leadership and leader endorsementThe Leadership quarterly32(6)101498 –
57. Personal identity and leadership: learning from deputy principals’ lived experiences. Blose, Sibonelo2022-03-04Personal identity and leadership: learning from deputy principals’ lived experiencesInternational journal of leadership in education25(2)272 – 286
58. Flying Solo: Teachers Take Charge of Their Learning through Self-Study Research. Samaras, Anastasia ; Roberts, Libbie2011-10Flying Solo: Teachers Take Charge of Their Learning through Self-Study ResearchThe Journal of staff development32(5)42 –
59. Self-Study In Teacher Education: A Means And Ends Tool For Promoting Reflective Teaching. Dinkelman, Todd2003-01Self-Study In Teacher Education: A Means And Ends Tool For Promoting Reflective TeachingJournal of teacher education54(1)6 – 18
60. Healthierwork.act.gov.au – Health and Wellbeing Action Plan Example 
61. Healthy Workplaces. SA GOV – Health and Wellbeing Action Plan Templates
62. Heads Up – Create your action plan
63. Worksafe TAS – 7 Steps for Creating a Wellbeing Action Plan
64. Book: “Wellbeing at work: How to Create Thriving and Resilient Teams” by Jim Clifton
65. Positive Psychology PERMA Model ‘Workplace Labor of love. 
66. Seligman, M. E. P., Steen, T. Seligman (2011). Flourish: A visionary new understanding of happiness and wellbeing. New York: Free Press
67. Transformational Leadership: How to Motivate and Inspire Teams
68. Positive Leadership: 30 Must-Have Traits and Skills
69. Google Book: The Essentials of School Leadership
70. Article: 5 Effective Leadership Styles in Education
71. Article: Leadership Styles in Education
72. Assertiveness in Leadership: 19 Techniques for Workplace Managers
73. Motivating Employees
74. Building a resilient Workplace
75. What is Positive Organizational Psychology?
76. Job Crafting
77. Understanding Leadership Strengths in the Workplace
78. Positive Leadership: 30 Must-Have Traits and Skills
79. 83 Leadership Activities, Building Games, and Exercises
80. BOOK: Dinham, S, Scott, C (1998), “A three domain model of teacher and school Executive career satisfaction”. Journal of Educational Administration,
81. BOOK: Reiger, R, Stang, J (2000) Management and Motivation: An analysis of productivity in education and the workplace
82. BOOK: Winsborough, D & Marshall, B 2000, ‘The art of managing professionals’
83. Transformative Leadership: https://www.researchgate.net/profile/Cam-Caldwell/publication/257541719_Transformative_Leadership_Achieving_Unparalleled_Excellence/links/54ef7d960cf2432ba656e471/Transformative-Leadership-Achieving-Unparalleled-Excellence.pdf
84. Book: Theories of educational leadership and management T Bush – 2003
85. Transformational leadership is a theory of leadership that was developed by James Burns (1978)
86. Servant Leadership: https://www.researchgate.net/publication/312566690_SERVANT_LEADERSHIP_EDUCATIONAL_INSTITUTION
87. Instructional leadership – https://www.semanticscholar.org/paper/From-Instructional-Leadership-to-Leadership-and-Robinson/8cbc1ccb9d863986cab9198c52f603048d509755?p2df
88. Strategic Leadership: https://www.researchgate.net/publication/248906791_Strategic_Leadership_Reconsidered
89. Developing s Strategic Leadership Perspective from the book ‘Developing Successful Leadership’ (2010)
90. Book: Wellbeing at Work by Jim Clifton 
91. Book: Built to Last (Collins, 1994),
92. Book: Great Leaders Have No Rules (Kruse, 2019)
93. Book : Start with Why by Simon Sinek
94. Book: Find Your Why by Simon Sinek
95. Arens, A. K., & Morin, A. J. S. (2016). Relations between teachers’ emotional exhaustion and students’ educational outcomes. Journal of Educational Psychology, 108(6), 800–813. https://doi.org/10.1037/edu0000105 
96. Aelterman, Antonia & Engels, Nadine & Petegem, Karen & Verhaeghe, Jean. (2007). The well-being of teachers in Flanders: The importance of a supportive school culture. Educational Studies. 33. 285-297. 10.1080/03055690701423085.
97. Heffernan, A., Selwyn, N. Mixed Messages: The enduring significance of email in school principals’ work. Aust. Educ. Res. (2021). https://doi.org/10.1007/s13384-021-00486-0
98. Haas and Mortensen (2016) The Secrets of Great Teamwork: https://hbr.org/2016/06/the-secrets-of-great-teamwork
99. Seligman, M. E., and Csikszentmihalyi, M. (2000). Positive Psychology: An Introduction. Washington, DC: American Psychological Association.
100. Di Fabio, A. (2016). Positive relational management for healthy organizations: psychometric properties of a new scale for prevention for workers. Front. Psychol. 7:1523. doi: 10.3389/fpsyg.2016.01523
101. Henry, J. (2005). “The healthy organization,” in Research Companion to Organizational Health Psychology, eds A.-S. G. Antoniou and C. L. Cooper (Cheltenham: Edward Elgar), 382–391.
102. Greenwood (2019) The Complete Guide to Reducing Teacher Workloadhttps://blog.teamsatchel.com/the-complete-guide-to-reducing-teacher-workload
103. Hornby (2021) The Secret Recipe for Motivating Your Staff to Implement Change in The Workplace: The Secret Recipe for Motivating Your Staff to Implement Change in The Workplace
104. Bunn, D.W. & Salo, A.A., “Forecasting with Scenarios”, European Journal of Operational Research, Vol.68, No.3, (13 August 1993), pp. 291–303.
105. Dreborg, K.H., “Essence of Backcasting”, Futures, Vol.28, No.9, (November 1996), pp. 813–828. Archived 2017-12-01 at the Wayback Machine
106. Ducot, C. & Lubben, G.J., “A Typology for Scenarios”, Futures, Vol.11, No.1, (February 1980), pp. 51–57.
107. Holmberg, J. & Robèrt, K.H. 2000, “Backcasting from non-overlapping sustainability principles: a framework for strategic planning”, International Journal of Sustainable Development and World Ecology, 74, 291–308.
108. Ingersoll, R., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201-233.
109. Johnson, S. M., Berg, J. H., & Donaldson, M. L. (2018). Who stays in teaching and why: A review of the literature on teacher retention. Project on the Next Generation of Teachers, Harvard Graduate School of Education.
110. OECD. (2019). TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals. Paris: OECD Publishing.
111. Johnson, S. M., Kraft, M. A., & Papay, J. P. (2014). How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Teachers College Record, 116(10), 1-39.
112. Hanushek, E. A., & Rivkin, S. G. (2015). Generalizations about using value-added measures of teacher quality. American Economic Review, 105(6), 2349-2381.
113. Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
114. Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291-309.
115. Day, C., & Gu, Q. (2007). Variability in the conditions for teachers’ professional learning. Journal of In-Service Education, 33(3), 235-249.
116. Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525.
117. Skaalvik, E. M., & Skaalvik, S. (2017). Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school. Social Psychology of Education, 20(1), 15-37.
118. Johnson, S. M., Berg, J. H., & Donaldson, M. L. (2018). Who stays in teaching and why: A review of the literature on teacher retention. Project on the Next Generation of Teachers, Harvard Graduate School of Education.
119. Bryk, A. S., Sebring, P. B., Allensworth, E., Easton, J. Q., & Luppescu, S. (2010). Organizing schools for improvement: Lessons from Chicago. University of Chicago Press.
120. Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
121. Little, J. W. (2012). Professional development in pursuit of school reform. Teachers and Teaching: Theory and Practice, 18(4), 403-419.
122. Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. (2015). Learning to improve: How America’s schools can get better at getting better. Harvard Education Press.
123. Louis, K. S., & Marks, H. M. (1998). Does professional community affect the classroom? Teachers’ work and student experiences in restructuring schools. American Journal of Education, 106(4), 532-575.
124. Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2004). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 41(2), 479-515.
125. Hoy, W. K., & Sabo, D. (1998). Quality middle schools: Open and healthy. Middle School Journal, 29(4), 2-9.
126. Louis, K. S., Kruse, S., & Bryk, A. S. (1999). Professionalism and community: Perspectives on reforming urban schools. Thousand Oaks, CA: Corwin Press.
127. Deal, T. E., & Peterson, K. D. (2016). Shaping school culture: Pitfalls, paradoxes, and promises. John Wiley & Sons.
128. Fullan, M. (2014). The principal: Three keys to maximizing impact. John Wiley & Sons.
129. Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. Russell Sage Foundation.
130. Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman and Company.
131. Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547-588.
132. Kutsyuruba, B., & Walker, K. (2015). The lifecycle of trust in educational leadership: An ecological perspective. International Journal of Leadership in Education, 18(1), 106-121.
133. Leithwood, K., & Sun, J. (2012). The nature and effects of transformational school leadership: A meta-analytic review of unpublished research. Educational Administration Quarterly, 48(3), 387-423.
134. Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717.
135. Luthans, F., & Youssef-Morgan, C. M. (2017). Psychological capital: An evidence-based positive approach. Annual Review of Organizational Psychology and Organizational Behavior, 4, 339-366.
136. Berryhill, J., Linney, J. A., & Fromewick, J. (2009). The Effects of Education Accountability on Teachers: Are Policies Too Stress Provoking for Their Own Good? International Journal of Education Policy and Leadership, 4(5), 1-14.
137. De Nobile, J. (2009, March 13). School communication and staff wellbeing: Opportunities and challenges for school leadership. Keynote address presented at the IEU Leaders and Leadership Conference, Sydney, Australia
138. Gómez-Leal, R., Holzer, A. A., Bradley, C., Fernández-Berrocal, P., & Patti, J. (2022). The relationship between emotional intelligence and leadership in school leaders: A systematic review. Cambridge Journal of Education, 52(1), 1–21. https://doi.org/10.1080/0305764X.2021.1962516
139. Cann, R.F., Riedel-Prabhakar, R. & Powell, D. A Model of Positive School Leadership to Improve Teacher Wellbeing. Int J Appl Posit Psychol 6, 195–218 (2021). https://doi.org/10.1007/s41042-020-00045-5
140. Burns, J. M. (1978). Leadership. Harper & Row.
141. Bush, T. (2003). Theories of educational leadership and management (3rd ed.). SAGE Publications.
142. Caldwell, C., Dixon, R. D., Floyd, L. A., Chaudoin, J., Post, J., & Cheokas, G. (2012). Transformative leadership: Achieving unparalleled excellence. Journal of Business Ethics, 109(2), 175–187. https://www.researchgate.net/publication/257541719_Transformative_Leadership_Achieving_Unparalleled_Excellence
143. Eva, N., Robin, M., Sendjaya, S., van Dierendonck, D., & Liden, R. C. (2019). Servant leadership: A systematic review and call for future research. The Leadership Quarterly, 30(1), 111–132. https://www.researchgate.net/publication/312566690_SERVANT_LEADERSHIP_EDUCATIONAL_INSTITUTION
144. Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674. https://www.semanticscholar.org/paper/From-Instructional-Leadership-to-Leadership-and-Robinson/8cbc1ccb9d863986cab9198c52f603048d509755?p2df
145. Boal, K. B., & Hooijberg, R. (2001). Strategic leadership research: Moving on. The Leadership Quarterly, 11(4), 515–549. https://www.researchgate.net/publication/248906791_Strategic_Leadership_Reconsidered
146. Bantz, C.R. (1993). Understanding Organisations: Interpreting Organisational Communication Cultures. Columbia: University of South Carolina Press.
147. Bredeson, P.V. (1987). Principally Speaking: An Analysis of The Interpersonal Communications of School Principals. The Journal of Educational Administration, 25 (1), 55-71.
148. De Nobile, J. (2003). Organisational Communication, Job Satisfaction and Occupational Stress in Catholic Primary Schools. Unpublished doctoral thesis, University of New South Wales,Sydney.
149. De Nobile J. (2005). Managerial Communication in Primary Schools. The Australian Educational Leader, 27 (1), 24-27.
150. De Nobile, J. (2006). Communication in Schools: Signs and Symptoms for Administrators. The Australian Educational Leader, 28 (4), 28-32.
151. De Nobile, J.J. (2007). Cultural Communication in Catholic Primary Schools. Paper presented at New Imagery for Schools and Schooling: Challenging, Creating and Connecting, the 2007 International Conference of the Australian Council or Educational Leaders, 10-12 October, Sydney NSW.
152. Dinham, S. (2004). The Changing Face of Teaching. Professional Educator, 3 (2), 2-3.
153. Gaertner, S. (2000) ‘Structural Determinants of Job Satisfaction and Organisational Commitment in Turnover Models’, Human Resource Management Review, 9 (4), 479-493.
154. King, P.E. and Behnke, R.R. (2000). Effects of Communication Load, Affect and Anxiety on the Performance of Information Processing Tasks. Communication Quarterly, 48 (1), 74-84.
155. Schein, E.H. (1992). Organisational Culture and Leadership (2e). San Francisco: Jossey-Bass.
156. Tschannen-Moran, M. (2001). Collaboration and the Need for Trust. Journal of Educational Administration, 39 (4), 308-331.
157. Tschannen-Moran, M. and Hoy, W. (1998). Trust in Schools: A Conceptual and Empirical Analysis.Journal of Educational Administration, 36 (4), 334-352.
158. Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717. https://doi.org/10.1037/0003-066X.57.9.705
159. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. Retrieved from https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/
160. Timperley, H. (2008). Teacher professional learning and development (Educational Practices Series No. 18). International Academy of Education & International Bureau of Education. https://www.oecd.org/education/school/48727127.pdf
161. Australian Institute for Teaching and School Leadership (AITSL). (2019). Spotlight: What works in professional learning? https://www.aitsl.edu.au/research/spotlight/what-works-in-professional-learning