壹、中文部分
丁一顧（2013）。校長轉型領導與教師專業學習社群關係之研究。屏東教育大學學報-教育類，41，71-100。
內政部統計處（2020）。高級中等學校學生數。取自https://stats.moe.gov.tw/result.aspx?qno=MQAxADUA
王春明（2010）。超額教師的焦慮。師友月刊，517，47-50。
白家儀、賴志峰（2014）。少子化衝擊下私立高級中等學校教師工作壓力與教學效能關係之研究。學校行政，93，185-209。
江文慈（2009）。「和顏悅色」與「忍氣吞聲」的背後：國小教師情緒勞動的心理歷程分析。教育心理學報，40（4），553-576。
吳和堂、鍾明翰（2011）。國小實習教師的角色知覺、工作投入與專業成長之因果關係研究。教育心理學報，43（2）419-438。
吳明隆（2009）。SPSS 操作與應用：問卷統計分析實務。臺北市：五南。
吳明隆、涂金堂（2009）。SPSS與統計應用分析。臺北市：五南。
吳煥烘、林志丞（2011）。國中教師社會支持、教師自我效能與工作倦怠相關研究以角色壓力為中介變項。嘉大教育研究學刊，26，25-56。
巫淑華（2013）。中小學教師工作負荷與待遇的正常化。臺灣教育評論月刊，2（10），62-64。
李旭梅、林如玉（2016）。以資源保存理論，論心理資本、幸福感與組織公民行為之關聯性。人力資源管理學報，16（1），69-89。
汪美伶、陳玉蓮（2014）。工作壓力對身心健康之影響—社會支持之調節作用。東吳經濟商學學報，86，61-92。
沈碩彬（2014）。高中職教師心理資本、工作價值觀、情緒勞務與學校生活適應之徑路模式探析（未出版之博士論文）。國立高雄師範大學教育學系，高雄市。
沈碩彬、黃文三（2017）。高中職教師情緒勞務與學校生活適應之關聯模式探析。教育理論與實踐學刊，36，47-73。
林易萱、龔心怡（2017）。教師信念、專業承諾與班級經營效能比較之研究— 以國高中新手與資深教師為例。師資培育與教師專業發展期刊，10（2），1-32。
林俊瑩、李湘凌、楊皓、劉雅萍、鍾宜真（2013）。學前教師專業成長行為的特殊性與其影響機制：與其他教育階段教師的比較。課程與教學季刊，16（4），183-208。
林素真、林麗娟、方世杰、陳建智（2009）。以期望理論觀點探討部落格互動行為與滿足。資訊社會研究，16，33-55。
林鉦棽、蕭淑月、何慧清（2005）。社會交換理論觀點下組織支持、組織知識分享行為與組織公民行為相關因素之研究：以信任與關係為分析切入點。人力資源管理學報，5（1），77-110。
洪瑞斌（2013）。職業倦怠研究在台灣之回顧與前瞻。人力資源管理學報，13（3），107-140。
紀金山（2011）。國中學校情境與教師工作結果：以TEPS 第一波調查為例。靜宜人文社會學報，5（1），1-26。
紀金山（2012）。教師工作結果與其工作情境因素之影響：以TEPS第三和第四波高中職教師調查為例。臺灣教育社會學研究，12（2），35-83。
徐聯恩、林玉涵（2016）。不同創意風格幼兒園教師工作塑造之研究。臺灣教師專業發展學刊，3，35-62。
翁振益、林若慧（2006）。工作－休閒衝突、社會支持與幸福感之關係。觀光研究學報，12(3)，183-206。
耿慶嶺、韋雪豔（2016）。教師工作重塑與組織公民行為關係：工作投入的中介作用。中國臨床心理學雜誌，24（2），356-358。
高鳳霞、鄭伯壎（2014）。職場工作壓力：回顧與展望。人力資源管理學報，14（1），77-101。
張宜君、林宗弘（2015）。臺灣的高等教育擴張與階級複製：混合效應維續的不平等。臺灣教育社會學研究，15（2），85-129。
張珈進、費吳琛、藍烈廷（2016）。同時多工適配、敬業貢獻與工作績效之研究：個人環境適配觀點。管理學報，33（3），419-441。
張偉豪、鄭時宜（2012）。與結構方程模型共舞：曙光初現。前程文化，新北市。
張婷婷、陸洛（2009）。資源損失與資源獲得對職家衝突之影響：資源保存理論的觀點。台大管理論叢，20（1），69-98。
張婷婷、陸洛、黃睦芸（2011）。工作負荷與工作行為之關聯：主動性人格為調節變項。台大管理論叢，11（2），177-195。
教育部統計處（2017）。生師比。取自https://stats.moe.gov.tw/result.aspx?qno=NAAwAA2
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許焴楨（2013）。教師工作壓力對組織承諾影響之研究-以家庭親善政策知覺為調節變項（未出版之博士論文）。國立彰化師範大學工業教育與技術學系，彰化縣。
許順旺、王寶惜、黃韶顏、羅明庚、梁郁（2019）。員工之工作投入重要嗎？組織氣候調節工作投入、工作滿意度與組織承諾關係之研究。全球科技管理與教育期刊，8（3），38-69。
郭小蘋、吳勁甫（2011）。台灣地區近年來校長教學領導與教師教學效能學位論文研究走向之分析。嘉大教育研究學刊，27，1-27。
郭怡慧、蕭佳純（2011）。國中教師之工作壓力及職業倦怠之關係探討－工作自主的調節效果。學校行政，76，47-64。
陳世佳、許瑞娥、陳逸敬（2010）。誰是超額教師？ —臺中市國小超額教師輔導遷調介聘作業要點之分析。教育科學期刊，9（1），163-177。
陳佳雯（2012）。教師情緒管理之探討。教育研究論壇，3（2），127-140。
陳佳雯、陸洛（2011）。「還有明天？」工作不安全感對員工的差異性影響。人力資源管理學報，11（3），49-73。
陳佳雯、陸洛、許雅玉（2012）。工作要求、工作資源與員工工作態度之關聯：以勤勉審慎性及主動性人格為調節變項。人力資源管理學報，12（1），23-49。
陳宣煉（2015）。高職教師壓力感受、角色壓力及工作倦怠關係之研究－自我效能與情緒勞務的調節效果（未出版之博士論文）。國立彰化師範大學工業教育與技術學系，彰化縣。
陳昭珍（2018）。課程意見：回饋老師，好在哪裡、不好在哪裡。評鑑雙月刊，74，31-33。
陳曉鈴、賴鳳儀、賴春錦、高月慈（2015）。凝聚力在主動人格與角色外行為之調節角色。臺大管理論叢，25（3），1-38。
陳蕙芬（2019）。以使命感塑形：工作形塑的能力陶冶。中山管理評論，27（1），179-226。
陸洛（1997）。工作壓力之歷程：理論與研究的對話。中華心理衛生學刊，10（4），19-51。
陸洛、張妤玥（2015）。主管支持、工作對家庭增益，及情緒耗竭之關聯：夫妻之行動者─伴侶互依模式。本土心理學研究，44，73-116。
曾慧萍、鄭雅文（2002）。「負荷－控制－支持」與「付出－回饋失衡」工作壓力模型中文版量表之信效度檢驗：以電子產業員工為研究對象。台灣衛誌，21（6），420-432。
馮莉雅、蘇雅慧（2014）。因應十二年國教教師人力需求分析國中教師的工作負荷。國民教育學報，11，177-197。
黃文三、沈碩彬（2012）。工作價值觀、工作投入與教學效能關係之研究：以高雄市國中教師為例。課程與教學，15（4），161-188。
黃儒傑（2008）。教師教學思考的負荷、社會支持及其教學表現：以台中縣市幼稚園為例。教育心理學報，40（1），85-106。
黃寶園（2004）。結合統合分析與結構方程模式之理論驗證：以壓力調節反應模式之建立與驗證為例。國立台灣師範大學教育心理與輔導研究所未出版之博士論文，臺北市。
黃寶園（2009）。工作壓力對工作滿足、職業倦怠影響之研究：統合分析取向。教育心理學報，40（3），439-462。
楊榮宗（2011）。工作要求、工作資源、工作倦怠、組織承諾及組織公民行為關係模式建構之研究（未出版之博士論文）。國立高雄師範大學工業科技教育學系，高雄市。
溫福星（2012）。階層多變項線性模式與其新應用：多群體階層線性模式，測驗學刊，59(2)，157-186。
葉子明、謝佩伶、巫錦秀（2013）。教師工作壓力與工作投入對教學品質之影響－以人格特質為干擾變項。管理科學研究，9（2），65-87。
廖錦文、王常晉、江耀宗、陳宣煉（2017）。技術型高中專業教師角色壓力及工作倦怠關係之研究：情緒勞務的調節效果。教育政策論壇，20（3），65-94。
趙鏡中（2007）。教師專業自主的理念、衝突與實踐。研習資訊，24（5），113-120。
蔡世弘、黃文三、沈碩彬（2010）。國小校長溝通行為與行政人員工作投入關係之研究。教育學術彙刊，3（1），1-21。
蔡金田、蔡政宗（2019）。臺灣原住民重點國民中學補救教學理念與實證分析。元華文創，台北市。
賴宛苓（2013）。職業承諾與工作投入的相關研究。工業科技教育學刊，(6)，91-99。
繆敏志，林少龍（2015）。工作要求與控制的交互作用對工作倦怠與熱忱之影響：社會支持功能之角色。管理與系統，22（3），339-359。
魏麗敏、洪福源（2006）。師生衝突與教師情緒管理。教育研究月刊，150，1-24。 
貳、英文部分
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