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Relationships between teacher characteristics, interpersonal teacher behaviour and teacher wellbeing

Karen Van Petegem UGent, B Creemers, Yves Rosseel UGent and Antonia Aelterman UGent (2005) THE JOURNAL OF CLASSROOM INTERACTION. 40(2). p.34-43
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
journal title
THE JOURNAL OF CLASSROOM INTERACTION
J. Classr. Interact.
volume
40
issue
2
pages
34 - 43
ISSN
0749-4025
language
English
UGent publication?
yes
classification
A2
VABB id
c:vabb:197386
VABB type
VABB-1
id
332543
handle
http://hdl.handle.net/1854/LU-332543
date created
2006-04-25 09:57:00
date last changed
2015-06-17 10:34:21
@article{332543,
  author       = {Van Petegem, Karen and Creemers, B and Rosseel, Yves and Aelterman, Antonia},
  issn         = {0749-4025},
  journal      = {THE JOURNAL OF CLASSROOM INTERACTION},
  language     = {eng},
  number       = {2},
  pages        = {34--43},
  title        = {Relationships between teacher characteristics, interpersonal teacher behaviour and teacher wellbeing},
  volume       = {40},
  year         = {2005},
}

Chicago
Van Petegem, Karen, B Creemers, Yves Rosseel, and Antonia Aelterman. 2005. “Relationships Between Teacher Characteristics, Interpersonal Teacher Behaviour and Teacher Wellbeing.” The Journal of Classroom Interaction 40 (2): 34–43.
APA
Van Petegem, Karen, Creemers, B., Rosseel, Y., & Aelterman, A. (2005). Relationships between teacher characteristics, interpersonal teacher behaviour and teacher wellbeing. THE JOURNAL OF CLASSROOM INTERACTION, 40(2), 34–43.
Vancouver
1.
Van Petegem K, Creemers B, Rosseel Y, Aelterman A. Relationships between teacher characteristics, interpersonal teacher behaviour and teacher wellbeing. THE JOURNAL OF CLASSROOM INTERACTION. 2005;40(2):34–43.
MLA
Van Petegem, Karen, B Creemers, Yves Rosseel, et al. “Relationships Between Teacher Characteristics, Interpersonal Teacher Behaviour and Teacher Wellbeing.” THE JOURNAL OF CLASSROOM INTERACTION 40.2 (2005): 34–43. Print.