How organizational support promotes teacher professional recognition: a perspective on teachers’ autonomous learning and teaching abilities

Jianwen Guo, Han Liu, Jun Wang, Lihan Shen, Sihan Qin, Wenlong Tian

Open source

DOI: 10.3389/fpsyg.2026.1705446
Published: 2026-06-16
Container: Frontiers in Psychology
Publisher: Frontiers Media SA
Open access: unknown

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Cite this work

BibTeX

@article{allodium:10.3389/fpsyg.2026.1705446,
  title = {How organizational support promotes teacher professional recognition: a perspective on teachers’ autonomous learning and teaching abilities},
  author = {Jianwen Guo and Han Liu and Jun Wang and Lihan Shen and Sihan Qin and Wenlong Tian},
  year = {2026},
  journal = {Frontiers in Psychology},
  doi = {10.3389/fpsyg.2026.1705446},
  url = {https://doi.org/10.3389/fpsyg.2026.1705446}
}

RIS

TY  - JOUR
TI  - How organizational support promotes teacher professional recognition: a perspective on teachers’ autonomous learning and teaching abilities
AU  - Jianwen Guo
AU  - Han Liu
AU  - Jun Wang
AU  - Lihan Shen
AU  - Sihan Qin
AU  - Wenlong Tian
PY  - 2026
JO  - Frontiers in Psychology
DO  - 10.3389/fpsyg.2026.1705446
UR  - https://doi.org/10.3389/fpsyg.2026.1705446
ER  -

APA

Guo, J., Liu, H., Wang, J., Shen, L., Qin, S., & Tian, W. (2026). How organizational support promotes teacher professional recognition: a perspective on teachers’ autonomous learning and teaching abilities. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2026.1705446

Source records

crossref · retrieved 2026-09-25T06:04:02.022Z