Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Assessing the effects of Learning-Centered Leadership on Teacher Professional Learning in Thailand
Philip Hallinger, Patnaree Piyaman, Pongsin Viseshsiri
Teaching and Teacher Education (2017) Vol. 67, pp. 464-476
Closed Access | Times Cited: 68

Showing 26-50 of 68 citing articles:

Supporting teacher professional learning in Oman: The effects of principal leadership, teacher trust, and teacher agency
Yasser F. Hendawy Al-Mahdy, Philip Hallinger, Mahmoud Mohamed Emam, et al.
Educational Management Administration & Leadership (2021) Vol. 52, Iss. 2, pp. 395-416
Closed Access | Times Cited: 16
Does middle leaders’ learning-centred leadership matter in promoting teacher professional learning? A partial least squares analysis
Lei Mee Thien, Malikka Uthai, Sock Beei Yeap
Educational Management Administration & Leadership (2022) Vol. 52, Iss. 4, pp. 854-877
Closed Access | Times Cited: 11
How does teacher-perceived principal leadership affect teacher self-efficacy between different teaching experiences through collaboration in China? A multilevel structural equation model analysis based on threshold
Zhiyong Xie, Rongxiu Wu, Hongyun Liu, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 11
Rethinking teacher evaluation using human, social, and material capital
Morgaen L. Donaldson, William A. Firestone
Journal of Educational Change (2021) Vol. 22, Iss. 4, pp. 501-534
Closed Access | Times Cited: 13
The Effects of Teacher Trust on Student Learning and the Malleability of Teacher Trust to School Leadership: A 35-Year Meta-Analysis
Jingping Sun, Rong Zhang, Patrick Forsyth
Educational Administration Quarterly (2023) Vol. 59, Iss. 4, pp. 744-810
Closed Access | Times Cited: 5
SIGNIFICANCE OF TEACHER PROFESSIONAL DEVELOPMENT IN RESPONSE TO THE CURRENT GENERAL EDUCATION REFORMS IN VIETNAM: PERCEPTIONS OF SCHOOL PRINCIPALS AND TEACHERS
Ngọc Hải Trần, Thang Dinh Truong, Hong-Van Thi Dinh, et al.
Problems of Education in the 21st Century (2020) Vol. 78, Iss. 3, pp. 449-464
Open Access | Times Cited: 14
Exploring the relationship between school leadership and teacher professional learning through structural equation modeling
Jarrent R. Tayag, Nunilon Ayuyao
International Journal of Educational Management (2020) Vol. 34, Iss. 8, pp. 1237-1251
Closed Access | Times Cited: 13
Teacher Self-Efficacy and Individual Academic Optimism as Predictors of Teacher Professional Learning: A Structural Equation Modeling
Ali̇ Çağatay Kılınç, Mahmut Polatcan, Taner Atmaca, et al.
TED EĞİTİM VE BİLİM (2020)
Open Access | Times Cited: 13
The school–university partnership process: research on the views and experiences of the school–university partnership stakeholders
Ayşen Bakioğlu, Aylin KİRİŞÇİ SARIKAYA
Teacher Development (2024), pp. 1-21
Closed Access | Times Cited: 1
Professional Learning Communities in Schools: Challenges and Opportunities
Jarrent R. Tayag
Universal Journal of Educational Research (2020) Vol. 8, Iss. 4, pp. 1529-1534
Open Access | Times Cited: 12
Configuring effects of learning-centred leadership in promoting teacher professional learning and teacher self-efficacy
Lei Mee Thien, Sock Beei Yeap
Educational Management Administration & Leadership (2023)
Closed Access | Times Cited: 4
Fostering collaborative teacher learning: A typology of school leadership
Patrick van Schaik, M.L.L. Volman, Wilfried Admiraal, et al.
European Journal of Education (2020) Vol. 55, Iss. 2, pp. 217-232
Open Access | Times Cited: 10
Promoting teacher professional learning in Egyptian schools: the contribution of learning-centered leadership
Waheed Hammad, Yousef Abu Shindi, Hosam Morad, et al.
International Journal of Leadership in Education (2021), pp. 1-19
Closed Access | Times Cited: 10
Modeling the relationship between principal leadership and teacher professional learning in Kuwait: The mediating effects of Trust and Teacher Agency
Ayeshah Ahmed Alazmi, Waheed Hammad
Educational Management Administration & Leadership (2021) Vol. 51, Iss. 5, pp. 1141-1160
Closed Access | Times Cited: 10
Does distributed leadership improve teacher agency? Exploring the mediating effect of teacher reflection
Yara Yasser Hilal, Waheed Hammad, Mahmut Polatcan
Educational Management Administration & Leadership (2022) Vol. 52, Iss. 6, pp. 1369-1387
Closed Access | Times Cited: 7
The relationship between teacher's gender and deep learning strategy: The mediating role of deep learning motivation
Xin Song, Xiantong Yang, Qiang Wang, et al.
Psychology in the Schools (2022) Vol. 59, Iss. 11, pp. 2251-2266
Closed Access | Times Cited: 6
Principal’s learning-centred leadership practices and teacher’s wellbeing: a self-determination theory perspective
Alfayez Abdulaziz Alfayez, Mohammad Noman, Abdulaziz Saeed Alqahtani, et al.
Educational Studies (2021) Vol. 50, Iss. 4, pp. 448-466
Closed Access | Times Cited: 8
From a Guided Teacher into Leader: A Three-Stage Professional Development (TSPD) Model for Empowering Teachers
Anat Abramovich, Shirley Miedijensky
Higher Education Studies (2019) Vol. 9, Iss. 2, pp. 57-57
Open Access | Times Cited: 8
Does leadership make a difference in teacher learning: a contextual analysis of learning centered leadership in rural Thailand
Dhirapat Kulophas, Philip Hallinger
International Journal of Leadership in Education (2021), pp. 1-21
Closed Access | Times Cited: 7
Teacher Leadership and Teacher Professional Learning in Schools of Maldives
Ahmed Mohamed, Ahmad Zabidi Abdul Razak, Zuraidah Abdullah
Deleted Journal (2018) Vol. 2, Iss. 2, pp. 36-50
Open Access | Times Cited: 7
The Adaptation of Professional Learning Activities Scale to Turkish: The Validity and Reliability Study
Mahmut Polatcan
International Journal of Contemporary Educational Research (2020) Vol. 7, Iss. 2, pp. 281-390
Open Access | Times Cited: 7
The Relationship between School Administrators’ Leadership Traits and Learning Schools: A Meta-Analysis Study
Müslim Alanoğlu, Songül Karabatak
Participatory Educational Research (2022) Vol. 9, Iss. 3, pp. 403-427
Open Access | Times Cited: 4
Investigating the association between principal learning-centred leadership and teacher instructional practices: the mediating roles of teacher self-efficacy and collective teacher efficacy
Ali̇ Çağatay Kılınç, Mahmut Polatcan, Onur Erdoğan, et al.
Educational Studies (2023), pp. 1-20
Closed Access | Times Cited: 2
Teacher Leadership in Teacher Development for School Improvement and Student Achievement
Ashley Yoon Mooi Ng
(2022), pp. 901-918
Closed Access | Times Cited: 3
Teachers’ Views about Teachers’ Professional Learning
Necati Cemaloğlu, Erhan Dolapcı
Eğitim ve Toplum Araştırmaları Dergisi (2022)
Open Access | Times Cited: 3

Scroll to top