References

Azor, R.O., Asogwa, U.D., Ogwu, E.N., and Apeh, A.A. 2020. YouTube audio-visual documentaries: Effect on Nigeria students’ achievement and interest in history curriculum. The Journal of Educational Research. 113(5), pp.317-326.  

Chen, B., Ren, G. and Liu, Y. 2022. Assessing the determinants of teachers’ job happiness in the private universities. Frontiers in psychology. 13, p.1018517.  

Eseadi, C., Ardi, Z., Victor-Aigbodion, V., Ndille, R., Obasuyi, H.U. and Ogbuabor, S.E. 2023. Intervention for job burnout reduction among a sample of Nigerian lecturers. Medicine. 102(15), p.e33425.  

Hangen, T. 2015. Historical Digital Literacy, One Classroom at a Time. The Journal of American History. 101(4), pp.1192–1203.  

Madigan, D.J. and Kim, L.E. 2021. Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit. Teaching and teacher education. 105(103425), p.103425.  

Orakcı, Ş., Yüreğilli Göksu, D. and Karagöz, S. 2022. A mixed methods study of the teachers’ self-efficacy views and their ability to improve self-efficacy beliefs during teaching. Frontiers in psychology. 13, p.1035829.  

Robin, B. R. 2008. Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom. Theory Into Practice. 47(3), pp. 220–228.  

Schleicher, A. 2018. Valuing Our Teachers and Raising Their Status : How Communities Can Help. OECD Publishing.  

Vadahi, F. and Lesha, J. 2015. Enhancing teachers self-efficacy: Theoretical and research considerations. European Scientific Journal. 11(19), pp.82-89.