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OpenAlex Citation Counts

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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:

Teachers' well-being in times of Covid-19 pandemic: factors that explain professional well-being
Regina Alves, Teresa Filipa Ferreira Lopes, José Precioso
IJERI International Journal of Educational Research and Innovation (2020), Iss. 15, pp. 203-217
Open Access | Times Cited: 169

Showing 26-50 of 169 citing articles:

The educational effects of emergency remote teaching practices—The case of covid-19 school closure in Italy
Alice Bertoletti, Mara Soncin, Marta Cannistrà, et al.
PLoS ONE (2023) Vol. 18, Iss. 1, pp. e0280494-e0280494
Open Access | Times Cited: 15
Teacher mental health and workplace well-being in a global crisis: Learning from the challenges and supports identified by teachers one year into the COVID-19 pandemic in British Columbia, Canada
Anne Gadermann, Monique Gagné Petteni, Tonje M. Molyneux, et al.
PLoS ONE (2023) Vol. 18, Iss. 8, pp. e0290230-e0290230
Open Access | Times Cited: 14
Enhancing Quality Education Through Technology Adoption, Well-Being, Commitment, and Competence Among Educators: Implications for Sustainable Development Goals
Novela Juliana, Hari Wahyono, Cipto Wardoyo, et al.
Journal of Lifestyle and SDGs Review (2024) Vol. 4, Iss. 3, pp. e02106-e02106
Closed Access | Times Cited: 5
Teachers’ concerns and teaching experience during the pandemic and beyond: implications for research, policy and practice
Diana Pereira, Diana Aguiar Vieira, María Assunção Flores, et al.
Cogent Education (2025) Vol. 12, Iss. 1
Open Access
Teachers’ self-efficacy beliefs about trauma-informed education practices
Michael Witter, Tom Brunzell
International Journal of Educational Research (2025) Vol. 131, pp. 102589-102589
Open Access
Student teacher timeline: a tool for capturing early childhood teacher candidate well-being
Kathryn Lake MacKay, Lynne Watanabe Kganetso, Corinna Peterken, et al.
Journal of Early Childhood Teacher Education (2025), pp. 1-21
Closed Access
Underlying the triple burden effects on women educationists due to COVID-19
Pallavi Dogra, Arun Kaushal
Education and Information Technologies (2021) Vol. 27, Iss. 1, pp. 209-228
Open Access | Times Cited: 29
Trauma-informed Teacher Wellbeing: Teacher Reflections within Trauma-informed Positive Education
Tom Brunzell, Lea Waters, Helen Stokes
˜The œAustralian journal of teacher education (2021) Vol. 46, Iss. 5, pp. 91-107
Open Access | Times Cited: 27
How the COVID-19 pandemic affects job sentiments of rural teachers
Haizheng Li, Mingyu Ma, Qinyi Liu
China Economic Review (2022) Vol. 72, pp. 101759-101759
Open Access | Times Cited: 19
Challenges in Working Conditions and Well-Being of Early Childhood Teachers by Teaching Modality during the COVID-19 Pandemic
Kyong‐Ah Kwon, Timothy G. Ford, Jessica Tsotsoros, et al.
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 8, pp. 4919-4919
Open Access | Times Cited: 19
Competencias digitales docentes en época de emergencia sanitaria: necesidades y oportunidades para estudiantes de educación secundaria en Lambayeque
Ángel Johel Centurión Larrea
Revista Peruana de Investigación Educativa (2021) Vol. 13, Iss. 14
Open Access | Times Cited: 23
Teachers’ Well-Being and Associated Factors during the COVID-19 Pandemic: A Cross-Sectional Study in Hong Kong, China
Sam S. S. Lau, Eric N. Y. Shum, Jackie Man, et al.
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 22, pp. 14661-14661
Open Access | Times Cited: 17
Psychological distress and workload as predictors of satisfaction with life in Peruvian female university professors with a family burden
Renzo Felipe Carranza Esteban, Óscar Mamani-Benito, Josué Edison Turpo Chaparro, et al.
Heliyon (2022) Vol. 8, Iss. 1, pp. e08711-e08711
Open Access | Times Cited: 16
Teacher Professional Development, Character Education, and Well-Being: Multicomponent Intervention Based on Positive Psychology
Diego García-Álvarez, María José Soler, Rubia Cobo‐Rendón, et al.
Sustainability (2023) Vol. 15, Iss. 13, pp. 9852-9852
Open Access | Times Cited: 10
Teaching online during the COVID-19 pandemic: Teachers' perspectives
Yasamiyan Alolaywi
Journal of Language and Linguistic Studies (2021) Vol. 17, Iss. 4, pp. 2022-2045
Open Access | Times Cited: 21
COVID-19 Stress and Teachers Well-Being: The Mediating Role of Sense of Coherence and Resilience
Girum Tareke Zewude, Sisay Demissew Beyene, Belayneh Taye, et al.
European Journal of Investigation in Health Psychology and Education (2022) Vol. 13, Iss. 1, pp. 1-22
Open Access | Times Cited: 15
Academic Teachers about Their Productivity and a Sense of Well-Being in the Current COVID-19 Epidemic
Grażyna Bartkowiak, Agnieszka Krugiełka, Sebastian Dama, et al.
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 9, pp. 4970-4970
Open Access | Times Cited: 14
Resources of emotional resilience and its mediating role in teachers’ well-being and intention to leave
Dalia Bagdžiūnienė, Aušra Kazlauskienė, Dalia Nasvytienė, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 8
Elementary school teachers’ perspectives about learning during the COVID-19 pandemic
Aymee Alvarez-Rivero, Candice L. Odgers, Daniel Ansari
npj Science of Learning (2023) Vol. 8, Iss. 1
Open Access | Times Cited: 7
Repurposing the K-10: The Factor Structure and Latent Profile of COVID-19 Pandemic-Anchored Psychological Distress Symptoms Among Filipino Teachers
Imelu G. Mordeno, Queeneh T. Piape, Art Guilleane R. Roño, et al.
Journal of Psychoeducational Assessment (2024) Vol. 42, Iss. 4, pp. 425-439
Closed Access | Times Cited: 2
Re-conceptualising teacher well-being: drivers, measurements, and outcomes
Junjun Chen, John Chi‐Kin Lee
Teachers and Teaching (2024) Vol. 30, Iss. 6, pp. 717-723
Open Access | Times Cited: 2
Impactos socioemocionales, estrategias y retos docentes en el nivel medio superior durante el confinamiento por COVID-19
Herlinda Gervacio Jiménez, Benjamín Castillo Elías
RIDE Revista Iberoamericana para la Investigación y el Desarrollo Educativo (2022) Vol. 12, Iss. 24
Open Access | Times Cited: 12
Family responsibilities and mental health of kindergarten educators during the first COVID-19 pandemic lockdown in Ontario, Canada
Natalie Spadafora, Caroline Reid‐Westoby, Molly Pottruff, et al.
Teaching and Teacher Education (2022) Vol. 115, pp. 103735-103735
Open Access | Times Cited: 12
Well-Being and Mental Health in Teachers: The Life Impact of COVID-19
Jerome Flores, Alejandra Caqueo‐Urízar, Michael Escobar, et al.
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 22, pp. 15371-15371
Open Access | Times Cited: 12
School counselors' attitude toward online counseling services during the pandemic: The effects of resilience and digital self‐efficacy
Gülendam Akgül, Derya Atalan Ergin
Psychology in the Schools (2022) Vol. 59, Iss. 8, pp. 1672-1685
Closed Access | Times Cited: 11

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