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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:

“I am here for the students”: principals’ perception of accountability amid work intensification
Fei Wang, Cameron Hauseman, Katina Pollock
Educational Assessment Evaluation and Accountability (2021) Vol. 34, Iss. 1, pp. 33-56
Open Access | Times Cited: 17

Showing 17 citing articles:

Principal’s pro-social drive: bridging social responsibility and entrepreneurship in school-community leadership dynamics
Sevda Kubilay, Mehmet Durnalı
Journal of Professional Capital and Community (2025)
Closed Access
Principal Burnout: A Systematic Review
Laura K. Rogers, Tuan D. Nguyen, Martha Timmer, et al.
(2025)
Closed Access
Racial/Ethnic Discrimination and Heterogeneity Across Schools in the U.S. Public Education System: A Correspondence Audit of Principals
S. Michael Gaddis, Charles Crabtree, John B. Holbein, et al.
(2024)
Open Access | Times Cited: 2
Principals’ sense-making and sense-giving of their professional role tensions: School leaders’ professionalism and creative mediation strategies during Covid-19 crisis
Sherry Ganon-Shilon, Ayelet Becher
Educational Management Administration & Leadership (2024)
Closed Access | Times Cited: 2
Approaching Burnout: The Work and Wellbeing of Saskatchewan School Administrators During COVID-19
Donna Swapp, Pamela Osmond-Johnson
Leadership and Policy in Schools (2023), pp. 1-19
Closed Access | Times Cited: 4
Predicting students’ multidimensional learning outcomes in public secondary schools: The roles of school facilities, administrative expenses and curriculum
Valentine Joseph Owan, John Asuquo Ekpenyong, Usen Friday Mbon, et al.
Journal of Applied Learning & Teaching (2023) Vol. 6, Iss. 2
Open Access | Times Cited: 3
School Principals’ Work Intensification and Resilience: A Call for Structural Change
Katina Pollock, Ruth Nielsen, Shankar Singh
Canadian Journal of Educational Administration and Policy (2023), Iss. 203, pp. 2-12
Open Access | Times Cited: 3
Navigating Turbulent Waters: Leading One Manitoba School in a Time of Crisis
Merli Tamtik, Susan Darazsi
Canadian Journal of Educational Administration and Policy (2022), Iss. 200, pp. 22-36
Open Access | Times Cited: 3
Analysis of Different Principles in School-based Management
Roy O. Anabo
SSRN Electronic Journal (2024)
Closed Access
Has anyone seen the kid? Looking for the principal-student relationship within the historical conceptions of the principalship
Jamie Kudlats
Journal of Educational Administration & History (2024), pp. 1-17
Closed Access
Défis dans les écoles franco-ontariennes : analyse de la pensée systémique chez des gestionnaires de l’éducation
Claire IsaBelle, Éliane Dulude
Éducation et francophonie (2024) Vol. 52, Iss. 2
Open Access
Sense-making y liderazgo escolar en el inicio de una reforma a gran escala: el caso de la nueva educación pública en Chile
Gonzalo Muñoz
Profesorado Revista de Currículum y Formación del Profesorado (2021) Vol. 25, Iss. 3, pp. 111-135
Open Access | Times Cited: 4
School principals’ emotionally draining situations and student discipline issues in the context of work intensification
Katina Pollock, Ruth Nielsen, Fei Wang
Educational Management Administration & Leadership (2023), pp. 174114322311656-174114322311656
Open Access | Times Cited: 1
Leveraging State Policy to Promote School Counselor–Principal Collaboration
Daniel Cinotti, Robert Feirsen, Carol A. Dahir, et al.
Professional School Counseling (2022) Vol. 26, Iss. 1c
Closed Access | Times Cited: 2
The discursive construction of responsibility among teachers in Singapore: “Everything is good, so we do everything”
Yew‐Jin Lee
Asia Pacific Education Review (2023) Vol. 25, Iss. 1, pp. 187-200
Closed Access
Exploring Principal Burnout
Tiffany Cunningham
(2023)
Open Access
Enacting accountability reforms in Brazil: the mediating role of school leadership
Laura Mentini
Praxis Educativa (2022) Vol. 18, pp. 1-21
Open Access
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