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Ilaria Buonomo
Department of Human Sciences, University of Rome, LUMSA, 00193 Rome, Italy

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Journal article
Published: 13 August 2021 in Sustainability
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This study aims to validate the Burnout Assessment Tool (BAT) adapted to the Italian education sector. Teacher burnout is physical and emotional pain, due to prolonged exposure to school-related stress factors. Previous research has abundantly proven that preventive assessment of teachers’ risk level for burnout may reduce adverse outcomes. In this regard, new assessment tools, able to bring together evidence from fifty years of research on this topic, were mainly used to monitor burnout-risk levels in the school context. For the present work, 846 Italian teachers (Female, 91.1%; M age = 47.52; SD = 9.94) were involved in the study. Confirmatory factor analysis supported a four-factor structure for the core dimensions (BAT-C; exhaustion, mental distance, emotional impairment, cognitive impairment), and a two-factor structure for the secondary dimensions (BAT-S; psychological distress, psychosomatic complaints). The Italian version of the BAT-C and BAT-S has shown good internal consistency (respectively, α = 0.900 and ω = 0.913; α = 0.845 and ω = 0.857) and validity (all correlations between variables showed a p value < 0.01). Our findings support the Italian adaptation of the original version of the BAT as a valid instrument for measuring teachers’ burnout through principal and secondary symptoms.

ACS Style

Giacomo Angelini; Ilaria Buonomo; Paula Benevene; Piermarco Consiglio; Luciano Romano; Caterina Fiorilli. The Burnout Assessment Tool (BAT): A Contribution to Italian Validation with Teachers’. Sustainability 2021, 13, 9065 .

AMA Style

Giacomo Angelini, Ilaria Buonomo, Paula Benevene, Piermarco Consiglio, Luciano Romano, Caterina Fiorilli. The Burnout Assessment Tool (BAT): A Contribution to Italian Validation with Teachers’. Sustainability. 2021; 13 (16):9065.

Chicago/Turabian Style

Giacomo Angelini; Ilaria Buonomo; Paula Benevene; Piermarco Consiglio; Luciano Romano; Caterina Fiorilli. 2021. "The Burnout Assessment Tool (BAT): A Contribution to Italian Validation with Teachers’." Sustainability 13, no. 16: 9065.

Review
Published: 27 July 2021 in Sustainability
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This paper presents a systematic, evidence-based review of Green Intellectual Capital (GIC) management, a construct first introduced in 2008 and increasingly recognized as a management concept in recent years. This review covers the literature on GIC from 2008 to 2020 and addresses the role played by intellectual capital as a framework to promote sustainability in organizations. With the aim of clarifying our knowledge on the application of the GIC paradigm, this paper reviews the findings on the outcomes achieved by organizations that adopt the GIC paradigm, the antecedents and possible mediation-moderation factors that enhance this process, and the contexts in which such outcomes emerge. Findings show that GIC offers a significant framework for promoting sustainability in organizations. However, even though this study underlines the increasing trend of GIC, there remains very little reliable data on the subject, particularly addressing the role played by GIC as a framework to promote sustainability in organizations. This literature review is valuable for both researchers and practitioners. From a theoretical point of view, it allows one to synthesize the outcomes of GIC to better delineate how it affects organizations and the environment. From a practical point of view, opening a debate about the actual outcomes of GIC allows one to overcome the theory–practice divide, making the value of GIC more accessible to practitioners and managers and pushing them to opt for a green shift in their organizations.

ACS Style

Paula Benevene; Ilaria Buonomo; Eric Kong; Martina Pansini; Maria Farnese. Management of Green Intellectual Capital: Evidence-Based Literature Review and Future Directions. Sustainability 2021, 13, 8349 .

AMA Style

Paula Benevene, Ilaria Buonomo, Eric Kong, Martina Pansini, Maria Farnese. Management of Green Intellectual Capital: Evidence-Based Literature Review and Future Directions. Sustainability. 2021; 13 (15):8349.

Chicago/Turabian Style

Paula Benevene; Ilaria Buonomo; Eric Kong; Martina Pansini; Maria Farnese. 2021. "Management of Green Intellectual Capital: Evidence-Based Literature Review and Future Directions." Sustainability 13, no. 15: 8349.

Psychology
Published: 24 June 2021 in Frontiers in Psychology
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Recent revisions of the Job Demands Resources (JDR) model acknowledged the importance of personal and organizational dimensions enriching job resources’ effect on work engagement. Consistently, this paper addresses the role of compassion satisfaction, as a job resource, on teacher work engagement, given the saliency of caring in teaching as a helping profession. Furthermore, quiet ego, as a personal dimension, and ethical leadership, as an organizational dimension, are studied as antecedents of compassion satisfaction. Overall, the study verifies with a Structural Equation Model whether and how compassion satisfaction mediates the relationships among work engagement, quiet ego, and ethical leadership. One hundred and eighty-eight Italian teachers took part in the study by completing four scales: the Ethical Leadership Scale, the Quiet Ego scale, the Professional Quality Of Life Questionnaire, and the Utrecht Work Engagement Scale—ultra-short version. The final model showed a good fit to the data: χ2 ( 48 ) = 75.399, p = 0.007, CFI = 0.979, TLI = 0.971, RMSEA = 0.055 (90% CI = 0.029–0.078, p = 0.342), SRMR = 0.039. Findings showed that teachers’ compassion satisfaction is strongly related to their engagement at school, confirming that teachers’ care toward their students is an important resource supporting their engagement. Furthermore, compassion satisfaction totally mediates the relationship between quiet ego and work engagement (bDIRECT = ns, bINDIRECT = 0.327, p = 0.000). Such mediating path confirms recent expansions of the JDR model about the role of personal resources on job resources and, consequently, on work engagement and confirms the Conservation of Resources theory, stating that personal resources impact work outcomes. At the same time, compassion satisfaction does not mediate the relationship between ethical leadership and work engagement, so that ethical school leaders directly impact teachers’ work engagement. A possible reason for this finding relies on ethical leadership’s role in promoting higher school life participation as a community. More theoretical and practical implications are described in the paper.

ACS Style

Ilaria Buonomo; Maria Luisa Farnese; Maria Luisa Vecina; Paula Benevene. Other-Focused Approach to Teaching. The Effect of Ethical Leadership and Quiet Ego on Work Engagement and the Mediating Role of Compassion Satisfaction. Frontiers in Psychology 2021, 12, 1 .

AMA Style

Ilaria Buonomo, Maria Luisa Farnese, Maria Luisa Vecina, Paula Benevene. Other-Focused Approach to Teaching. The Effect of Ethical Leadership and Quiet Ego on Work Engagement and the Mediating Role of Compassion Satisfaction. Frontiers in Psychology. 2021; 12 ():1.

Chicago/Turabian Style

Ilaria Buonomo; Maria Luisa Farnese; Maria Luisa Vecina; Paula Benevene. 2021. "Other-Focused Approach to Teaching. The Effect of Ethical Leadership and Quiet Ego on Work Engagement and the Mediating Role of Compassion Satisfaction." Frontiers in Psychology 12, no. : 1.

Journal article
Published: 13 May 2021 in Sustainability
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The aim of this study was to deepen our knowledge about the role played by organizational capital (OC) among public administration (PA) agencies. A questionnaire was administered to a gender-balanced convenience sample of 270 workers of Italian PAs. First, confirmatory factor analysis was performed in order to examine the measurement model. Second, a SEM model was performed, confirming that OC was both directly and indirectly positively related to performance, through the mediation of innovation. OC was also positively related to innovation through the mediation of clarity about change. Overall, the results supported the hypothesized model, providing initial evidence on the pivotal role OC plays, and especially for PA agencies, on organizational innovation and performance. The limits and practical implications of these results are discussed.

ACS Style

Barbara Barbieri; Ilaria Buonomo; Maria Farnese; Paula Benevene. Organizational Capital: A Resource for Changing and Performing in Public Administrations. Sustainability 2021, 13, 5436 .

AMA Style

Barbara Barbieri, Ilaria Buonomo, Maria Farnese, Paula Benevene. Organizational Capital: A Resource for Changing and Performing in Public Administrations. Sustainability. 2021; 13 (10):5436.

Chicago/Turabian Style

Barbara Barbieri; Ilaria Buonomo; Maria Farnese; Paula Benevene. 2021. "Organizational Capital: A Resource for Changing and Performing in Public Administrations." Sustainability 13, no. 10: 5436.

Journal article
Published: 25 November 2020 in International Journal of Environmental Research and Public Health
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The present study sought to investigate the associations between workplace bullying and personal burnout both directly and indirectly via work-life conflict. Furthermore, the moderating role of gender in these relations was examined. Traditional research on stress at work focuses on the role of dimensions related to job tasks, demands, and organizational support in influencing the risks for stress-related problems in employees. At the same time, other experiences at work may reduce employees’ well-being, such as workplace bullying and family life. Specifically, considering the detrimental role of work-life conflict, it is possible to hypothesize that it would exacerbate workplace bullying’s harmful effects on employees’ health. Moreover, since previous studies have reported mixed or inconsistent results when considering gender differences with the above-mentioned dimensions, it seems worth investigating the role of employee gender in representing (and response to) the bullying experiences. Building on these considerations, this work verifies whether: (1) work-life conflict mediates the relationship between workplace bullying and burnout; (2) gender moderates all the possible relationships among the constructs. Such hypotheses are verified on a sample of school principals, in light of their peculiar job role. Overall, our findings showed that: (1) Workplace bullying and burnout are associated, both with and without the perception of a concurring work-life conflict; (2) Gender does not moderate all the possible relationships among workplace bullying, work-life conflict and burnout. Overall, being female heightens the risk to perceive work-life conflict in general, as well as to be burnt out, when bullied, with and without the presence of work-life conflict; being male heightens the risk to perceive work-life conflict when bullied. Furthermore, the current findings suggest that family demands may influence school principals’ feelings of exhaustion regardless of gender. These findings confirm and expand previous literature, especially concerning a less studied occupation, namely school principals, shedding a new light on their work experiences. Furthermore, the present study offers interesting implications for trainings on principal’s skills and professional identity.

ACS Style

Ilaria Buonomo; Caterina Fiorilli; Luciano Romano; Paula Benevene. The Roles of Work-Life Conflict and Gender in the Relationship between Workplace Bullying and Personal Burnout. A Study on Italian School Principals. International Journal of Environmental Research and Public Health 2020, 17, 8745 .

AMA Style

Ilaria Buonomo, Caterina Fiorilli, Luciano Romano, Paula Benevene. The Roles of Work-Life Conflict and Gender in the Relationship between Workplace Bullying and Personal Burnout. A Study on Italian School Principals. International Journal of Environmental Research and Public Health. 2020; 17 (23):8745.

Chicago/Turabian Style

Ilaria Buonomo; Caterina Fiorilli; Luciano Romano; Paula Benevene. 2020. "The Roles of Work-Life Conflict and Gender in the Relationship between Workplace Bullying and Personal Burnout. A Study on Italian School Principals." International Journal of Environmental Research and Public Health 17, no. 23: 8745.

Journal article
Published: 06 August 2020 in Sustainability
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Teachers’ work engagement positively impacts teachers’ attitudes towards their job. Nevertheless, teachers may experience burnout during their career, which negatively impacts their professional learning opportunities. In this study we investigated the relationship between teachers’ levels of burnout, work engagement, and their confidence in in‐service training in a sample of Italian teachers. We expected that burnout mediated the relationship between work engagement and teachers’ confidence in training. A total of 481 teachers completed self‐report questionnaires about engagement and burnout, with an ad hoc Confidence in Training Index developed to assess their attitudes towards professional development courses. The mediation analysis confirmed that the teachers’ levels of burnout mediated the relationship between their work engagement and their confidence in in‐service training. Findings suggest that teacher confidence in policies about professional training should be evaluated by taking into account their level of engagement and burnout.

ACS Style

Caterina Fiorilli; Ilaria Buonomo; Luciano Romano; Ylenia Passiatore; Domenica Fioredistella Iezzi; Paolo Emilio Santoro; Paula Benevene; Alessandro Pepe. Teacher Confidence in Professional Training: The Predictive Roles of Engagement and Burnout. Sustainability 2020, 12, 6345 .

AMA Style

Caterina Fiorilli, Ilaria Buonomo, Luciano Romano, Ylenia Passiatore, Domenica Fioredistella Iezzi, Paolo Emilio Santoro, Paula Benevene, Alessandro Pepe. Teacher Confidence in Professional Training: The Predictive Roles of Engagement and Burnout. Sustainability. 2020; 12 (16):6345.

Chicago/Turabian Style

Caterina Fiorilli; Ilaria Buonomo; Luciano Romano; Ylenia Passiatore; Domenica Fioredistella Iezzi; Paolo Emilio Santoro; Paula Benevene; Alessandro Pepe. 2020. "Teacher Confidence in Professional Training: The Predictive Roles of Engagement and Burnout." Sustainability 12, no. 16: 6345.

Review
Published: 24 July 2020 in Sustainability
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The United Nations’ report “Our Common Future” contributed to underline the crucial role of human resource management in strategically greening the organization and, in turn, economics and society at large. This awareness gave birth to green human resource management (GHRM). Despite the high number of papers addressing GHRM, this topic lacks a proper theoretical, methodological, and empirical systematization. A possible step towards a better understanding of GHRM is an evidence-based analysis of its practices’ outcomes. Developing these reflections and considerations, we conducted a systematic literature review on the evidence-based literature about the antecedents and outcomes of GHRM practices, following the PRISMA guidelines. We selected 48 papers. Most selected studies (n = 25) did not tackle single GHRM activities and processes. Studies considering specific GHRM areas tackled some dimensions more frequently (e.g., “training and development”, “performance management and appraisal”), while underrepresenting others (e.g., “Job analysis and description”). At the same time, selected studies focused on GHRM consequences for organizations, showing a high adherence to the ability, motivation, opportunity (AMO) theoretical framework. Suggestions for future research are provided.

ACS Style

Paula Benevene; Ilaria Buonomo. Green Human Resource Management: An Evidence-Based Systematic Literature Review. Sustainability 2020, 12, 5974 .

AMA Style

Paula Benevene, Ilaria Buonomo. Green Human Resource Management: An Evidence-Based Systematic Literature Review. Sustainability. 2020; 12 (15):5974.

Chicago/Turabian Style

Paula Benevene; Ilaria Buonomo. 2020. "Green Human Resource Management: An Evidence-Based Systematic Literature Review." Sustainability 12, no. 15: 5974.

Journal article
Published: 06 July 2020 in International Journal of Environmental Research and Public Health
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Background: The current cross-sectional study examines a model that was designed to advance understanding of the interplay between compassion towards teachers expressed by teaching colleagues, subjective happiness, proactive strategies and kindergarten teachers’ levels of work engagement, and perceived working environment fit. Methods: The research was conducted with a sample of 319 full-time in-service kindergarten teachers at Italian public preschools—a context in which a few previous studies have been carried out. Self-report questionnaires were administered: The Subjective Happiness Scale, the Santa Clara Brief Compassion Scale, the Utrecht Work Engagement Scale, the Proactive Strategy Scale, and the Teacher-working environment fit scale. Data were analyzed by using the structural equation modelling (SEM) approach. Results: Results show that compassion and subjective happiness have a direct positive total effect on work engagement, whereas the effects of compassion and subjective happiness on experienced working environment fit suggest that the association among constructs is mediated by the role of proactive strategies. Conclusions: Based on these findings, we strongly advocate that educational policy makers and head teachers’ pay close attention to the areas of personal and collective resources and work-related well-being, with a view to effectively address the promotion of early childhood teachers’ work engagement and working environment fit.

ACS Style

Simona De Stasio; Paula Benevene; Alessandro Pepe; Ilaria Buonomo; Benedetta Ragni; Carmen Berenguer. The Interplay of Compassion, Subjective Happiness and Proactive Strategies on Kindergarten Teachers’ Work Engagement and Perceived Working Environment Fit. International Journal of Environmental Research and Public Health 2020, 17, 4869 .

AMA Style

Simona De Stasio, Paula Benevene, Alessandro Pepe, Ilaria Buonomo, Benedetta Ragni, Carmen Berenguer. The Interplay of Compassion, Subjective Happiness and Proactive Strategies on Kindergarten Teachers’ Work Engagement and Perceived Working Environment Fit. International Journal of Environmental Research and Public Health. 2020; 17 (13):4869.

Chicago/Turabian Style

Simona De Stasio; Paula Benevene; Alessandro Pepe; Ilaria Buonomo; Benedetta Ragni; Carmen Berenguer. 2020. "The Interplay of Compassion, Subjective Happiness and Proactive Strategies on Kindergarten Teachers’ Work Engagement and Perceived Working Environment Fit." International Journal of Environmental Research and Public Health 17, no. 13: 4869.

Journal article
Published: 28 April 2020 in International Journal of Environmental Research and Public Health
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The main aim of the current study was to investigate the role of trait emotional intelligence (TEI) in preventing students’ school burnout directly and indirectly via anxiety and academic resilience. The data were derived from a sample of 1235 high school students (962 females and 273 males), ranging in age between 13 and 17 years (mean = 15.46; stand deviation = 1.22). Structural equation modelling revealed a strong indirect effect of TEI on school burnout, mediated via anxiety and resilience. Overall, students with high TEI were less likely to experience school anxiety and more likely to exhibit resilience which, in turn, reduced school burnout risk. Findings are discussed with reference to the wider role of TEI in educational contexts and highlight the need and potential for scientifically driven interventions to enhance emotional adjustment at school and in life, more generally.

ACS Style

Caterina Fiorilli; Eleonora Farina; Ilaria Buonomo; Sebastiano Costa; Luciano Romano; Rosalba Larcan; Konstantinos V. Petrides. Trait Emotional Intelligence and School Burnout: The Mediating Role of Resilience and Academic Anxiety in High School. International Journal of Environmental Research and Public Health 2020, 17, 3058 .

AMA Style

Caterina Fiorilli, Eleonora Farina, Ilaria Buonomo, Sebastiano Costa, Luciano Romano, Rosalba Larcan, Konstantinos V. Petrides. Trait Emotional Intelligence and School Burnout: The Mediating Role of Resilience and Academic Anxiety in High School. International Journal of Environmental Research and Public Health. 2020; 17 (9):3058.

Chicago/Turabian Style

Caterina Fiorilli; Eleonora Farina; Ilaria Buonomo; Sebastiano Costa; Luciano Romano; Rosalba Larcan; Konstantinos V. Petrides. 2020. "Trait Emotional Intelligence and School Burnout: The Mediating Role of Resilience and Academic Anxiety in High School." International Journal of Environmental Research and Public Health 17, no. 9: 3058.

Journal article
Published: 23 January 2020 in International Journal of Environmental Research and Public Health
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Purpose: The purpose of this paper is to explore whether, and to what extent, collective beliefs and emotions towards professional role could predict job satisfaction, above and beyond the role of self-efficacy and emotions towards students. More specifically, we expected job satisfaction to be incrementally predicted by beliefs and emotions related to professional role (collective efficacy and role-related hedonic balance). Design/Methodology/Approach: The analysis was performed through the administration of a questionnaire to 266 Italian secondary school teachers. After having assessed measures of reliability, correlational analyses and a hierarchical regression model were performed. Findings: Results showed that collective efficacy and hedonic balance related to professional role have a unique effect on job satisfaction, accounting for nearly the 30% of its variance. Research Limitations/Implications: Despite some limitations related to the cross-sectional design, the study suggests a practical implication for teacher training, as well as underlying the need to study schools from an organizational point of view. Originality/value: The paper contributes to the psychological research on the role of the organizational dimensions in teachers’ well-being at work.

ACS Style

Ilaria Buonomo; Caterina Fiorilli; Paula Benevene. Unravelling Teacher Job Satisfaction: The Contribution of Collective Efficacy and Emotions Towards Professional Role. International Journal of Environmental Research and Public Health 2020, 17, 736 .

AMA Style

Ilaria Buonomo, Caterina Fiorilli, Paula Benevene. Unravelling Teacher Job Satisfaction: The Contribution of Collective Efficacy and Emotions Towards Professional Role. International Journal of Environmental Research and Public Health. 2020; 17 (3):736.

Chicago/Turabian Style

Ilaria Buonomo; Caterina Fiorilli; Paula Benevene. 2020. "Unravelling Teacher Job Satisfaction: The Contribution of Collective Efficacy and Emotions Towards Professional Role." International Journal of Environmental Research and Public Health 17, no. 3: 736.

Brief research report article
Published: 17 July 2019
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Emotions toward students (e.g., Chan, 2004) and professional role (e.g., O’Connor, 2008) impact teachers’ self-efficacy (TSE) beliefs. The effect of positive emotions (PEs) can be explained by the broaden and build theory, stating that the higher the PEs individuals attribute to themselves, the higher the chance to build positive aspects of the self (Fredrickson, 2001). At the same time, negative emotions (NEs) at school inversely influence TSE, reducing teachers’ confidence (Chan, 2004). Furthermore, Fredrickson et al. (2000)’s studies inform about the bouncing back effect of PEs on the detrimental effects of NEs on self-efficacy. Starting from these considerations, this study (1) evaluated the bouncing back effect of PEs on negative ones, when predicting self-efficacy; (2) verified whether emotions toward professional role moderated the bouncing back effect. Self-efficacy and emotions in teaching (MESI, Moè et al., 2010) were measured. Two hundred and seventy-two Italian secondary school teachers (F = 73%) were involved. PEs toward students might act as buffering factors against the detrimental effect of NEs on self-efficacy [F(2,270) = 26.17, P < 0.001, R2 = 0.199]. Finally, emotions toward students and emotions toward professional role do not interact when predicting self-efficacy. The relationships with students seem to have an highly protective effect on teachers’ mental health. At the same time, the perception of one’s own role as detached from the teaching community may have a role in justifying the non-significant effect of emotions toward professional role in the model and shed new light on intervention objectives.

ACS Style

Ilaria Buonomo; Caterina Fiorilli; Paula Benevene. The Impact of Emotions and Hedonic Balance on Teachers’ Self-Efficacy: Testing the Bouncing Back Effect of Positive Emotions. 2019, 10, 1670 .

AMA Style

Ilaria Buonomo, Caterina Fiorilli, Paula Benevene. The Impact of Emotions and Hedonic Balance on Teachers’ Self-Efficacy: Testing the Bouncing Back Effect of Positive Emotions. . 2019; 10 ():1670.

Chicago/Turabian Style

Ilaria Buonomo; Caterina Fiorilli; Paula Benevene. 2019. "The Impact of Emotions and Hedonic Balance on Teachers’ Self-Efficacy: Testing the Bouncing Back Effect of Positive Emotions." 10, no. : 1670.

Research article
Published: 11 February 2019 in Psychology in the Schools
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Italy had traditionally been considered a family‐oriented culture where support from relatives is primary. The major purpose of this study was to clarify the benefits of social support inside and outside the family for schoolteachers in Italy, focusing on the teacher burnout and work engagement. Findings indicated that the family was by far the most significant source of support. School colleagues who felt close to each other resembled each other in terms of burnout and work engagement. Difficult interactions with colleagues were associated with burnout more extensively at later stages of the teaching career; supervisor support was linked with burnout at an early stage.

ACS Style

Caterina Fiorilli; Barry Schneider; Ilaria Buonomo; Luciano Romano. Family and nonfamily support in relation to burnout and work engagement among Italian teachers. Psychology in the Schools 2019, 56, 781 -791.

AMA Style

Caterina Fiorilli, Barry Schneider, Ilaria Buonomo, Luciano Romano. Family and nonfamily support in relation to burnout and work engagement among Italian teachers. Psychology in the Schools. 2019; 56 (5):781-791.

Chicago/Turabian Style

Caterina Fiorilli; Barry Schneider; Ilaria Buonomo; Luciano Romano. 2019. "Family and nonfamily support in relation to burnout and work engagement among Italian teachers." Psychology in the Schools 56, no. 5: 781-791.