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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Supporting the professional learning of teachers in China: Does principal leadership make a difference?
Shengnan Liu, Philip Hallinger, Daming Feng
Teaching and Teacher Education (2016) Vol. 59, pp. 79-91
Closed Access | Times Cited: 181

Showing 26-50 of 181 citing articles:

Transformational leadership and teacher satisfaction: the enhancing roles of professional development and learning program management
Giulia Paganin, Consuelo Mameli, Dina Guglielmi, et al.
Journal of Education for Teaching International Research and Pedagogy (2025), pp. 1-19
Closed Access
The Scale of Teacher Agency in Professional Development: The Validity and Reliability Study
Cahit Erdem, Hilal Tunç Toptaş, Hateme Aysel Kuzu, et al.
Uluslararası Türk Eğitim Bilimleri Dergisi (2025) Vol. 13, Iss. 1, pp. 345-378
Open Access
The Mediating Role of the Principal–Teacher Relationship in Innovative School Leadership and Teacher Professional Learning According to Turkish Teachers’ Perceptions
Mehmet Özdoğru, Yurdagül Doğuş, Muhammet İbrahim AKYÜREK
Behavioral Sciences (2025) Vol. 15, Iss. 4, pp. 450-450
Open Access
The heart of school improvement: a multi-site case study of leadership for teacher learning in Vietnam
Ngọc Hải Trần, Philip Hallinger, Thang Dinh Truong
School Leadership and Management (2017) Vol. 38, Iss. 1, pp. 80-101
Open Access | Times Cited: 42
Principal–Teacher Management Communication and Teachers’ Job Performance: The Mediating Role of Psychological Empowerment and Affective Commitment
Jihai Yao, Yushi You, Jinjie Zhu
The Asia-Pacific Education Researcher (2019) Vol. 29, Iss. 4, pp. 365-375
Closed Access | Times Cited: 40
Can a professional learning community facilitate teacher well-being in China? The mediating role of teaching self-efficacy
Wenyan Liang, Huan Song, Ran Sun
Educational Studies (2020) Vol. 48, Iss. 3, pp. 358-377
Closed Access | Times Cited: 36
The mediating effect of teacher self-efficacy regarding the relationship between transformational school leadership and teacher agency
Mahmut Polatcan, Pınar Arslan, Ali Balcı
Educational Studies (2021) Vol. 49, Iss. 5, pp. 823-841
Closed Access | Times Cited: 31
A cultural lens to school leadership effects on teacher instructional practices: The mediation of teacher collective efficacy and the moderation of uncertainty avoidance
Servet Özdemir, Ferudun Sezgin, Ali̇ Çağatay Kılınç, et al.
Educational Management Administration & Leadership (2023), pp. 174114322311775-174114322311775
Closed Access | Times Cited: 11
“School banding”
Daphnee Hui Lin Lee, Chiu Chi-Shing
Journal of Educational Administration (2017) Vol. 55, Iss. 6, pp. 686-701
Closed Access | Times Cited: 36
Teacher accounts of parent involvement in children's education in China
Karen Guo, Anna Kilderry
Teaching and Teacher Education (2017) Vol. 69, pp. 95-103
Closed Access | Times Cited: 35
Teacher development in rural China: how ineffective school leadership fails to make a difference
Shengnan Liu, Philip Hallinger
International Journal of Leadership in Education (2017) Vol. 21, Iss. 6, pp. 633-650
Closed Access | Times Cited: 34
Workplace conditions created by principals for their teachers’ professional development in Vietnam
Ngọc Hải Trần, Chinh Duc Nguyen, Gia-Viet Nguyen, et al.
International Journal of Leadership in Education (2020) Vol. 25, Iss. 2, pp. 238-257
Open Access | Times Cited: 31
Instructional leadership, and teacher’s collective efficacy, commitment, and professional learning in primary schools: a mediation model
Rezvan Hosseingholizadeh, Akbar Amrahi, Hadi El-Farr
Professional Development in Education (2020) Vol. 49, Iss. 3, pp. 518-535
Closed Access | Times Cited: 31
How ethical leadership influences professional learning communities via teacher obligation and participation in decision making: A moderated-mediation analysis
Shengnan Liu, Hongbiao Yin
Educational Management Administration & Leadership (2020) Vol. 51, Iss. 2, pp. 345-364
Closed Access | Times Cited: 29
Relationship between Principal Leadership Style and Student Achievement: A Comparative Study between Germany and China
Chen Dan, Bo Ning, Wilfried Bos
SAGE Open (2022) Vol. 12, Iss. 2
Open Access | Times Cited: 17
E-Modul IPA dengan Model STEM-PjBL Berorientasi Pendidikan Karakter untuk Meningkatkan Hasil Belajar Siswa
I Dewa Gede Agung, I Nyoman Suardana, Ni Ketut Rapi
Jurnal Imiah Pendidikan dan Pembelajaran (2022) Vol. 6, Iss. 1, pp. 120-120
Open Access | Times Cited: 16
Unpacking engineering students’ challenges and strategies in a fully online learning space: The mediating role of teachers
Jessie S. Barrot, Alexa Ray R. Fernando
Education and Information Technologies (2023) Vol. 28, Iss. 8, pp. 9803-9825
Closed Access | Times Cited: 10
The relationship between principal support, teacher professional identity, and teacher professional learning in China: Investigating gender differences
Xiao‐ying Qin, Shengnan Liu
Psychology in the Schools (2023) Vol. 60, Iss. 12, pp. 4871-4884
Closed Access | Times Cited: 10
Teachers’ voice behavior—Principal leadership‐driven or teacher self‐driven? Evidence from Taiwan
Chuan‐Chung Hsieh, Imam Gunawan, Hui‐Chieh Li, et al.
Psychology in the Schools (2024) Vol. 61, Iss. 5, pp. 2077-2099
Closed Access | Times Cited: 3
Teacher participation in school-based professional development in China: does it matter for teacher efficacy and teaching strategies?
Zheng Ke, Hongbiao Yin, Shenghua Huang
Teachers and Teaching (2019) Vol. 25, Iss. 7, pp. 821-836
Closed Access | Times Cited: 29
Information and Communication Technology and Education: Meaningful Change Through Teacher Agency
Peter Albion, Jo Tondeur
Springer international handbooks of education (2018), pp. 381-396
Closed Access | Times Cited: 28
Current Challenges in School Leadership in Estonia and Finland: A Multiple-Case Study among Exemplary Principals
Kirsi Tirri, Eve Eisenschmidt, Katrin Poom‐Valickis, et al.
Education Research International (2021) Vol. 2021, pp. 1-11
Open Access | Times Cited: 22
An exploration of the relationship between distributed leadership, teacher agency, and professional learning in Turkey
Mahmut Polatcan
Professional Development in Education (2021) Vol. 50, Iss. 4, pp. 789-803
Closed Access | Times Cited: 21
Teachers’ and middle managers’ experiences of principals’ instructional leadership towards improving curriculum delivery in schools
Grace Chabalala, Parvathy Naidoo
South African Journal of Childhood Education (2021) Vol. 11, Iss. 1
Open Access | Times Cited: 20
Investigating a multiple mediated-effects model of instructional leadership and teacher professional learning in the Malaysian School Context: A partial least squares analysis
Lei Mee Thien, Shengnan Liu, Liu Qing Yee, et al.
Educational Management Administration & Leadership (2021) Vol. 51, Iss. 4, pp. 809-830
Closed Access | Times Cited: 20

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