Lisa Kim

University of York

United Kingdom

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Articles (17)

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2025

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2025

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2024

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2024

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2023

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2022

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2021

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2021

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2021

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2020

Collaborators (5)

Essi Viding

UNITED KINGDOM

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Irena Burić

CROATIA

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Hanna Glandorf

York St John University

UNITED KINGDOM

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Kathryn Asbury

University of York

UNITED KINGDOM

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Paul Ramchandani

Professor

University of Cambridge

UNITED KINGDOM

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Lisa Kim

Research Interests

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Articles (17)

An exploration of the impact of Callous-Unemotional traits on teachers’ perceptions of student behaviour difficulties and on students’ enjoyment of school

Creative art-based pedagogies with autistic students: A systematic review on stakeholders' perspectives on its delivery and implementation in secondary mainstream schools

The potential solutions to the challenges faced by leaders of small schools in the UK: A systematic review

‘I had forgotten what it was like to feel like you’re doing a good job’: a longitudinal thematic analysis of teachers’ experiences during the COVID-19 pandemic

The impact of student conduct problems on teacher wellbeing following the onset of the Covid‐19 pandemic: An Interpretative Phenomenological Analysis

The ups and downs in perceived societal appreciation of the teaching profession during COVID‐19: A longitudinal trajectory analysis

‘It feels like I'm back to being a teacher’: A longitudinal trajectory analysis of teachers' experiences during the first 8 months of COVID‐19 in England

Teacher personality domains and facets: Their unique associations with student-ratings of teaching quality and teacher enthusiasm

Interventions to reduce burnout in students: A systematic review and meta-analysis

Teacher burnout and physical health: A systematic review

Are schools doing enough? An exploration of how primary schools in England support the well-being of their teachers

Newspapers’ portrayal of the teaching profession during the Covid-19 pandemic in England: A content analysis

“My brain feels like a browser with 100 tabs open”: A longitudinal study of teachers’ mental health and well‐being during the COVID‐19 pandemic

Job satisfaction predicts teacher self-efficacy and the association is invariant: Examinations using TALIS 2018 data and longitudinal Croatian data

Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit

Emotional labor profiles among teachers: Associations with positive affective, motivational, and well-being factors.

‘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

Collaborators (5)

Essi Viding

Irena Burić

Hanna Glandorf

Kathryn Asbury

Paul Ramchandani

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