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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:

Leadership and teacher learning in urban and rural schools in China: Meeting the dual challenges of equity and effectiveness
Philip Hallinger, Shangnan Liu
International Journal of Educational Development (2016) Vol. 51, pp. 163-173
Closed Access | Times Cited: 93

Showing 1-25 of 93 citing articles:

Bringing context out of the shadows of leadership
Philip Hallinger
Educational Management Administration & Leadership (2016) Vol. 46, Iss. 1, pp. 5-24
Open Access | Times Cited: 496
'Are principals instructional leaders yet?' A science map of the knowledge base on instructional leadership, 1940–2018
Philip Hallinger, Sedat Gümüş, Mehmet Şükrü Bellibaş
Scientometrics (2020) Vol. 122, Iss. 3, pp. 1629-1650
Closed Access | Times Cited: 170
The problems, needs and strategies of rural teacher development at deep poverty areas in China: Rural schooling stakeholder perspectives
Jian Li, Shi Zhi-le, Eryong Xue
International Journal of Educational Research (2019) Vol. 99, pp. 101496-101496
Closed Access | Times Cited: 107
Promoting Education Equity in Rural and Underdeveloped Areas: Cases on Computer-Supported Collaborative Teaching in China
Harrison Hao Yang, Sha Zhu, Jason MacLeod
Eurasia Journal of Mathematics Science and Technology Education (2018) Vol. 14, Iss. 6
Open Access | Times Cited: 74
Addressing the achievement gap
Patnaree Piyaman, Philip Hallinger, Pongsin Viseshsiri
Journal of Educational Administration (2017) Vol. 55, Iss. 6, pp. 717-734
Closed Access | Times Cited: 67
Effects of school organizational conditions on teacher professional learning in China: The mediating role of teacher self-efficacy
Liang Huang, Ting Zhang, Yating Huang
Studies In Educational Evaluation (2020) Vol. 66, pp. 100893-100893
Closed Access | Times Cited: 53
Mapping teacher collaboration for school success
Inmaculada García‐Martínez, Marta Montenegro Rueda, Elvira Molina-Fernández, et al.
School Effectiveness and School Improvement (2021) Vol. 32, Iss. 4, pp. 631-649
Open Access | Times Cited: 43
How principal leadership facilitates teacher learning through teacher leadership: Determining the critical path
Hui-Ling Wendy Pan, Wenyan Chen
Educational Management Administration & Leadership (2020) Vol. 49, Iss. 3, pp. 454-470
Closed Access | Times Cited: 48
The Forgotten Ones: How Rural Teachers in Mexico are Facing the COVID19 Pandemic
Brenda Cecilia Padilla Rodríguez, Alejandro Armellini, John Traxler
Online Learning (2021) Vol. 25, Iss. 1
Open Access | Times Cited: 37
Leadership and Learning at Work: A Systematic Literature Review of Learning-oriented Leadership
Daniel Lundqvist, Andreas Wallo, Alan Coetzer, et al.
Journal of Leadership & Organizational Studies (2022) Vol. 30, Iss. 2, pp. 205-238
Open Access | Times Cited: 23
What factors mediate the relationship between leadership for learning and teacher professional development? Evidence from meta-analytic structural equation modelling
Turgut Karaköse, David Gurr, Tijen Tülübaş, et al.
Educational Management Administration & Leadership (2025)
Closed Access
Revealing breakthrough trends in teacher effectiveness research: a comprehensive bibliometric analysis with Lotka’s and Price’s law
Wan Nurfarahiyah Wan Liah, Hutkemri Zulnaidi, Husaina Banu Kenayathulla
International Journal of Educational Management (2025)
Closed Access
Güçlendirici Liderlik ve Öğretmen Mesleki Öğrenmesi Arasındaki İlişkide Öğretmen Failliğinin Aracılık Etkisi
Kübra Yenel, Avni Ünal, Necati Cemaloğlu
KIRŞEHİR EĞİTİM FAKÜLTESİ DERGİSİ (2025) Vol. 26, Iss. 1, pp. 54-76
Open Access
Social-Emotional Competence as the Promotive and Protective Factor for Chinese School Teachers’ Well-being
FU Linyun, C. Harry Hui, John Wang, et al.
Social and Emotional Learning Research Practice and Policy (2025), pp. 100091-100091
Open Access
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
Leadership for professional learning towards educational equity: a systematic literature review
Philip E. Poekert, Sue Swaffield, Ema Kristina Demir, et al.
Professional Development in Education (2020) Vol. 46, Iss. 4, pp. 541-562
Open Access | Times Cited: 37
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: 32
What makes rural teachers happy? An investigation on the subjective well-being (SWB) of Chinese rural teachers
Yipeng Tang
International Journal of Educational Development (2018) Vol. 62, pp. 192-200
Closed Access | Times Cited: 36
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
Beyond the paycheck: Chinese rural teacher well-being and the impact of professional learning and local community engagement
Yipeng Tang, Wenjie He, Laura Liu, et al.
Teachers and Teaching (2018) Vol. 24, Iss. 7, pp. 825-839
Closed Access | Times Cited: 32
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
Factors affecting teachers’ informal workplace learning: The effects of school climate and psychological capital
Xianhan Huang, Chan Wang
Teaching and Teacher Education (2021) Vol. 103, pp. 103363-103363
Closed Access | Times Cited: 25
Principal Leadership and Teacher Professional Development in a Vietnamese High School for Gifted Students: Perspectives into Practice
Ngọc Hải Trần, Xuan Van Ha, Vinh V. Le, et al.
European Journal of Educational Research (2021) Vol. volume-10-2021, Iss. volume-10-issue-4-october-2021, pp. 1839-1851
Open Access | Times Cited: 24
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
Hacia la Implantación de Comunidades Profesionales de Aprendizaje Mediante un Liderazgo Distribuido. Una Revisión Sistemática
Inmaculada García‐Martínez, Lina Higueras-Rodríguez, Estefanía Martínez Valdivia
REICE Revista Iberoamericana sobre Calidad Eficacia y Cambio en Educación (2018)
Open Access | Times Cited: 26
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