Anna van der Want

← Back to University of Applied Sciences Leiden

ORCID

Inclusion identifies researchers whose recorded research contributions may inform their university’s understanding of its research community. It does not rank individual research quality or establish current employment.

Selected research works

Up to 100 highly cited works; DOI links open the original research. Counts reflect the collected record, not real-time citation totals.

1. Interpersonal adaptation in teacher-student interaction

   2017 · 147 citations

2. Positive teacher–student relationships go beyond the classroom, problematic ones stay inside

   2016 · 132 citations

3. Real-time teacher–student interactions: A Dynamic Systems approach

   2013 · 112 citations

4. The relation between teachers’ interpersonal role identity and their self-efficacy, burnout and work engagement

   2018 · 71 citations

5. Tensions experienced by teachers when participating in a professional learning community

   2018 · 70 citations

6. Beginning and experienced secondary school teachers' self- and student schema in positive and problematic teacher–student relationships

   2016 · 57 citations

7. Learning from novice–expert interaction in teachers’ continuing professional development

   2019 · 53 citations

8. European religious education teachers' perceptions of and responses to classroom diversity and their relationship to personal and professional biographies

   2011 · 52 citations

9. Teachers' Interpersonal Role Identity

   2014 · 48 citations

10. ‘I did not feel any passion for my teaching’: a narrative inquiry of beginning teacher attrition in China

    2020 · 42 citations

11. Experienced teachers dealing with issues in education: a career perspective

    2018 · 41 citations

12. Changes over time in the professional identity tensions of Dutch early-career teachers

    2021 · 41 citations

13. Teachers responding to religious diversity in Europe : researching biography and pedagogy

    2009 · 34 citations

14. Beginning teachers’ opportunities for enacting informal teacher leadership: perceptions of teachers and school management staff members

    2019 · 32 citations

15. A nonlinear dynamical systems approach to real-time teacher behavior : Differences between teachers

    2014 · 31 citations

16. Novice teachers’ appraisal of expert feedback in a teacher professional development programme in Chinese vocational education

    2022 · 28 citations

17. Changes over time in teachers’ interpersonal role identity

    2017 · 26 citations

18. Virtual Reality in Preservice Teacher Education: Core Features, Advantages and Effects

    2024 · 21 citations

19. Achieving professional agency for school development in the context of having a PhD scholarship: An intricate interplay

    2022 · 16 citations

20. Exploring school leaders’ dilemmas in response to tensions related to teacher professional agency

    2020 · 14 citations

21. The effects of a teacher development programme in chinese vocational education on the efficacy and professional engagement of novice teachers

    2022 · 14 citations

22. The Interpersonal Dimension in the Classroom: A Model of Teachers’ Interpersonal Role Identity, Appraisal and Teacher–Student Relationships

    2013 · 13 citations

23. Facilitator actions in teacher teams

    2020 · 5 citations

24. International comparison, commonalities and differences of 36 teachers teaching religion(s) in Europe

    2009 · 4 citations

25. Patterns of teacher leadership in secondary schools: Empowered, demotivated, and struggling teacher leaders

    2025 · 4 citations

← Return to the university profile