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The present study investigates the relationship between emotional and cognitive coping strategies and personal autonomy among teachers, aiming to understand how adaptive regulation of emotions and thoughts supports professional well-being and resilience in educational contexts. The main objective was to identify the extent to which emotional and cognitive coping predict teachers’ perceived autonomy and their capacity for self-directed decision-making in stressful situations. A quantitative, cross-sectional corre...

Workplace harassment in educational institutions represents an increasingly visible interdisciplinary concern affecting teachers’ well-being, professional ethics, and the quality of the learning environment. This paper examines workplace harassment (mobbing) in Romanian schools and universities through a combined legal and psychological perspective. The analysis addresses recent national and European regulatory developments, particularly Law no. 167/2020 and Government Decision no. 27/2025, which strengthen inst...