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The current review provides an overview of published research on teachers’ causal attributions since 1970s in the context of theoretical assumptions outlined in Weiner’s (2010) attribution theory. Results across 79 studies are first examined with respect to the prevalence of teachers’ interpersonal causal attributions for student performance and misbehavior, as well as intrapersonal attributions for occupational stress. Second, findings showing significant relations between teachers’ attributions and their emotions and cognitions, as well as student outcomes, are discussed. Third, an overview of results showing the prevalence and implications of teachers’ causal attributions to be moderated by critical background variables is also provided. Finally, observed themes across study findings are highlighted with respect to the fundamental attribution error and the utility of Weiner’s attribution theory for understanding how teachers’ explanations for classroom stressors impact their instruction, well-being, and student development.

The present results inform both Butler's (2012, Journal of Educational Psychology, 104, 726) theory on teachers' achievement goals and Frenzel's (2014, International handbook of emotions in education, Routledge, New York, NY) model of teachers' emotions in showing teachers' instructional goals to both directly predict their teaching-related emotions, as well as indirectly through the mediating effects of classroom goal structures.

Little is known about the determinants of teachers' psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions. In this paper, teachers' occupational attributes (i.e. professional and personal characteristics) were investigated as determinants. Henceforth, the Educator Motivation and Attribute Profile (EdMAP) scales were used to describe the nature of 1,109 Hong Kong primary and secondary school teachers' occupational attributes. Furthermore, the relationships with the teacher outcomes were investigated. Construct validity and reliabilities of the EdMAP scales were satisfactory. The results showed positive associations between teachers' occupational attributes and their wellbeing, job satisfaction, and self-concept, and negative associations with quitting intentions. Keywords: teachers' occupational attributes; psychological wellbeing; job satisfaction; occupational self-concept; quitting intentions as their mood, job satisfaction, organizational commitment, and reduced emotional exhaustion (Van Horn, Taris, Schaufeli, & Schreurs, 2004). Teacher wellbeing also has an effect on their students. Students of satisfied teachers and of teachers who are psychologically well are more likely to attain than students whose teachers are dissatisfied or emotionally exhausted (Author, 2016 [details removed for peer review]; Day, 2008; Park, 2005).In this context, a number of researchers have noted the importance of teaching commitment to enhancing the effectiveness of teachers, teachers' psychological wellbeing, and a diminution in their drop-out intentions (Author, 2015a, b; Author, in press; Author, 2015 [details removed for peer review]). An examination of the teacher attributes that have high psychological wellbeing, job satisfaction, occupational self-concept, and low intentions of leaving the profession provides a further insight into the teacher characteristics that might result in longterm commitment to the teaching profession. Teachers' commitment to their profession is associated with their self-efficacy beliefs, for example, believing that they could empower their students (Bogler & Somech, 2004). In turn, having strong self-efficacy beliefs may also protect teachers against attrition (Hong, 2012). Other studies found that, the stronger teachers' commitment to their profession, the higher their self-efficacy for classroom management, instructional strategies, and student engagement (Chan, Lau, Nie, Lim, & Hogan, 2008;Klassen, & Chiu, 2011). More recent studies identified self-efficacy as the most significant factor in teachers' professional wellbeing, as well as job satisfaction and recognition (Yildirim, 2015). The importance of teaching efficacy has also been highlighted by Renshaw, Long, and Cook (2015), showing that teaching efficacy, joy of teaching, and school connectedness identify the level of teachers' subjective wellbeing. In turn, emotional characteristics such as hope and gratitude to some extent predict teachers' life satisfaction (Chan, 2009(Chan, , 2011(Chan, , 2013...