Standaard Boekhandel gebruikt cookies en gelijkaardige technologieën om de website goed te laten werken en je een betere surfervaring te bezorgen.
Hieronder kan je kiezen welke cookies je wilt inschakelen:
Technische en functionele cookies
Deze cookies zijn essentieel om de website goed te laten functioneren, en laten je toe om bijvoorbeeld in te loggen. Je kan deze cookies niet uitschakelen.
Analytische cookies
Deze cookies verzamelen anonieme informatie over het gebruik van onze website. Op die manier kunnen we de website beter afstemmen op de behoeften van de gebruikers.
Marketingcookies
Deze cookies delen je gedrag op onze website met externe partijen, zodat je op externe platformen relevantere advertenties van Standaard Boekhandel te zien krijgt.
Je kan maximaal 250 producten tegelijk aan je winkelmandje toevoegen. Verwijdere enkele producten uit je winkelmandje, of splits je bestelling op in meerdere bestellingen.
Teachers often feel that they have to mount enormous hills in their daily work. Teaching can be demanding, distressing and even painful, but it can also be very rewarding, just as the climber who reaches the top can feel intrinsically satisfied. These facets and consequences of teachers' work are apparent in the studies presented in this book. Some studies report that teachers experience a diversity of stresses, while others find that teachers in general report work satisfaction and only moderate levels of work-related stress. There are various reasons as to why this might be, and this book's objective is to explore some of these and their effects on teachers' working lives. Another objective is to explore what schools as organisations do (or can do) to facilitate teachers' professional development and well-being. The book gives a European perspective on issues relating to teachers' professional development and well-being in an age of reform-pressure and deregulation common to schools in most European countries.