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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:

Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices
Jessika H. Bottiani, Chelsea A. K. Duran, Elise T. Pas, et al.
Journal of School Psychology (2019) Vol. 77, pp. 36-51
Closed Access | Times Cited: 337

Showing 1-25 of 337 citing articles:

Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions
Peter D. MacIntyre, Tammy Gregersen, Sarah Mercer
System (2020) Vol. 94, pp. 102352-102352
Closed Access | Times Cited: 761
Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress
Ion Ovidiu Pânişoară, Iuliana Lazăr, Georgeta Pânișoară, et al.
International Journal of Environmental Research and Public Health (2020) Vol. 17, Iss. 21, pp. 8002-8002
Open Access | Times Cited: 202
Teacher stress and anxiety during COVID-19: An empirical study.
Tim Pressley, Cheyeon Ha, Emily Learn
School Psychology (2021) Vol. 36, Iss. 5, pp. 367-376
Closed Access | Times Cited: 184
Teacher stress and burnout in Australia: examining the role of intrapersonal and environmental factors
Annemaree Carroll, Kylee Forrest, Emma Sanders-O’Connor, et al.
Social Psychology of Education (2022) Vol. 25, Iss. 2-3, pp. 441-469
Open Access | Times Cited: 144
Teachers’ mental health during the first two waves of the COVID-19 pandemic in Poland
Tomasz Jakubowski, Magdalena Sitko-Dominik
PLoS ONE (2021) Vol. 16, Iss. 9, pp. e0257252-e0257252
Open Access | Times Cited: 135
A Systematic Review of the Factors That Influence Teachers’ Occupational Wellbeing
Joy C. Nwoko, Theophilus I. Emeto, A.E.O. Malau‐Aduli, et al.
International Journal of Environmental Research and Public Health (2023) Vol. 20, Iss. 12, pp. 6070-6070
Open Access | Times Cited: 48
Teacher Stress, Coping, Burnout, and Plans to Leave the Field: A Post-Pandemic Survey
Wendy M. Reinke, Keith C. Herman, Melissa Stormont, et al.
School Mental Health (2025)
Closed Access | Times Cited: 2
Advances in understanding and intervening in teacher stress and coping: The Coping-Competence-Context Theory
Keith C. Herman, Wendy M. Reinke, Colleen L. Eddy
Journal of School Psychology (2020) Vol. 78, pp. 69-74
Closed Access | Times Cited: 104
Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study
Teresa Pozo-Rico, Raquel Gilar Corbí, Andrea Izquierdo, et al.
International Journal of Environmental Research and Public Health (2020) Vol. 17, Iss. 22, pp. 8633-8633
Open Access | Times Cited: 85
Individual and school predictors of teacher stress, coping, and wellness during the COVID-19 pandemic.
Keith C. Herman, James Sebastian, Wendy M. Reinke, et al.
School Psychology (2021) Vol. 36, Iss. 6, pp. 483-493
Open Access | Times Cited: 80
Technostress of Chilean Teachers in the Context of the COVID-19 Pandemic and Teleworking
Carla Estrada-Muñoz, Alejandro Vega-Muñoz, Dante Castillo, et al.
International Journal of Environmental Research and Public Health (2021) Vol. 18, Iss. 10, pp. 5458-5458
Open Access | Times Cited: 67
Testing a holistic conceptual framework for early childhood teacher well-being
Kyong‐Ah Kwon, Timothy G. Ford, Lieny Jeon, et al.
Journal of School Psychology (2021) Vol. 86, pp. 178-197
Closed Access | Times Cited: 66
Student Burnout in Higher Education: A Demand-Resource Model Approach
Balázs Jagodics, Éva Szabó
Trends in Psychology (2022) Vol. 31, Iss. 4, pp. 757-776
Open Access | Times Cited: 66
The Relationship Between Teacher Job Stress and Burnout: A Moderated Mediation Model
Weiguo Zhao, Xiangrui Liao, Qingtian Li, et al.
Frontiers in Psychology (2022) Vol. 12
Open Access | Times Cited: 64
Teacher and school stress profiles: A multilevel examination and associations with work-related outcomes
Rebecca J. Collie, Caroline Mansfield
Teaching and Teacher Education (2022) Vol. 116, pp. 103759-103759
Open Access | Times Cited: 51
Teachers’ occupational well-being during the COVID-19 pandemic: The role of resources and demands
Justine Stang‐Rabrig, Thomas Brüggemann, Ramona Lorenz, et al.
Teaching and Teacher Education (2022) Vol. 117, pp. 103803-103803
Open Access | Times Cited: 50
Why teachers are leaving and what we can do about it
David T. Marshall, Tim Pressley, Natalie M. Neugebauer, et al.
Phi Delta Kappan (2022) Vol. 104, Iss. 1, pp. 6-11
Closed Access | Times Cited: 45
How Much Do We Care about Teacher Burnout during the Pandemic: A Bibliometric Review
Valentina Gómez-Domínguez, Diego Navarro Mateu, Vicente Prado‐Gascó, et al.
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 12, pp. 7134-7134
Open Access | Times Cited: 43
Teachers’ job demands, resources and their job satisfaction: Satisfaction with school, career choice and teaching profession of teachers in different career stages
Wilfried Admiraal, Karl-Ingar Kittelsen Røberg
Teaching and Teacher Education (2023) Vol. 125, pp. 104063-104063
Open Access | Times Cited: 35
Teacher Burnout in the Time of COVID-19: Antecedents and Psychological Consequences
Anita Padmanabhanunni, Tyrone B. Pretorius
International Journal of Environmental Research and Public Health (2023) Vol. 20, Iss. 5, pp. 4204-4204
Open Access | Times Cited: 23
Burnout and its relationship with depressive symptoms in primary school teachers under the “Double Reduction” policy in China
Yunhui Zhong, Shuixiu Lai, Yibo Li, et al.
Frontiers in Public Health (2025) Vol. 12
Open Access | Times Cited: 1
Technostress among teachers: A systematic literature review and future research agenda
Dong Yang, Jialin Liu, Huanhuan Wang, et al.
Computers in Human Behavior (2025), pp. 108619-108619
Closed Access | Times Cited: 1
Understanding language teacher wellbeing: An ESM study of daily stressors and uplifts
Tammy Gregersen, Sarah Mercer, Peter D. MacIntyre, et al.
Language Teaching Research (2020) Vol. 27, Iss. 4, pp. 862-883
Closed Access | Times Cited: 67
Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers
Inmaculada Méndez, Juan Pedro Martínez-Ramón, Cecilia Ruíz Esteban, et al.
International Journal of Environmental Research and Public Health (2020) Vol. 17, Iss. 18, pp. 6760-6760
Open Access | Times Cited: 54
Early Childhood Teachers of Color in New York City: heightened stress, lower quality of life, declining health, and compromised sleep amidst COVID-19
Mariana Souto‐Manning, Samantha A. Melvin
Early Childhood Research Quarterly (2021) Vol. 60, pp. 34-48
Open Access | Times Cited: 54
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