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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’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career
Rebecca Lazarides, Helen M. G. Watt, Paul Richardson
Learning and Instruction (2020) Vol. 69, pp. 101346-101346
Closed Access | Times Cited: 104

Showing 1-25 of 104 citing articles:

Comparing video and virtual reality as tools for fostering interest and self‐efficacy in classroom management: Results of a pre‐registered experiment
Yizhen Huang, Eric Richter, Thilo Kleickmann, et al.
British Journal of Educational Technology (2022) Vol. 54, Iss. 2, pp. 467-488
Open Access | Times Cited: 49
Self-efficacy, reflection, and resilience as predictors of work engagement among English teachers
Qingzhi Heng, Lina Chu
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 38
Correlates of teachers’ classroom management self-efficacy: A systematic review and meta-analysis
Siyu Duan, Kerry Bissaker, Zhan Xu
Educational Psychology Review (2024) Vol. 36, Iss. 2
Open Access | Times Cited: 8
Addressing Methodological Challenges in Follow-Up RCTs During the COVID-19 Pandemic: The Impact of the Good Behavior Game and MyTeachingPartner™ on Teacher Burnout and Self-Efficacy
Alexa C. Budavari, Heather L. McDaniel, Antonio A. Morgan‐López, et al.
Prevention Science (2025)
Open Access | Times Cited: 1
Teacher self-efficacy and self-reported cognitive activation and classroom management: A multilevel perspective on the role of school characteristics
Doris Holzberger, Elisabeth Prestele
Learning and Instruction (2021) Vol. 76, pp. 101513-101513
Open Access | Times Cited: 44
Attracting, retaining and sustaining early childhood teachers: an ecological conceptualisation of workforce issues and future research directions
Marianne Fenech, Sandie Wong, Wendy Boyd, et al.
The Australian Educational Researcher (2021) Vol. 49, Iss. 1, pp. 1-19
Closed Access | Times Cited: 43
What kind of individual support activities in interventions foster pre-service and beginning teachers’ self-efficacy? A meta-analysis
Sog Yee Mok, Daniela Rupp, Doris Holzberger
Educational Research Review (2023) Vol. 40, pp. 100552-100552
Open Access | Times Cited: 18
Information System for Monitoring and Managing the Quality of Educational Programs
Maxim Logachev, Natalia A. Orekhovskaya, Tatiana Seregina, et al.
Journal of Open Innovation Technology Market and Complexity (2021) Vol. 7, Iss. 1, pp. 93-93
Open Access | Times Cited: 36
Elementary school teachers' self-efficacy, student-perceived support and students’ mathematics interest
Elisa Oppermann, Rebecca Lazarides
Teaching and Teacher Education (2021) Vol. 103, pp. 103351-103351
Closed Access | Times Cited: 35
The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics - A multilevel analysis
Rebecca Lazarides, Ulrich Schiefele
Learning and Instruction (2021) Vol. 76, pp. 101489-101489
Open Access | Times Cited: 34
Principal's Leadership Role in Improving Teacher Competence
Septi Wahyu Estiani, Enung Hasanah
Nidhomul Haq Jurnal Manajemen Pendidikan Islam (2022) Vol. 7, Iss. 2, pp. 229-241
Open Access | Times Cited: 24
Data mining techniques for predicting teacher evaluation in higher education: A systematic literature review
Ermenson Ricardo Ordoñez Ávila, Nelson Salgado Reyes, Jaime Meza, et al.
Heliyon (2023) Vol. 9, Iss. 3, pp. e13939-e13939
Open Access | Times Cited: 14
Immersive virtual reality for classroom management training: Enhancing pre-service teachers’ skills, emotions, and learning satisfaction
Xinyu Bi, Yongbin Hu, Li Li, et al.
Education and Information Technologies (2025)
Closed Access
Bridging theory and practice: the effects of experiential learning-based simulation training on technology integration competency among pre-service teachers
Dongho Kim, Lu Ding, Tae‐Joon Cho
Journal of Research on Technology in Education (2025), pp. 1-19
Closed Access
Cultivating resilience through a community of inquiry: how academic emotions impact the professional growth of pre-service teachers
Lucas Kohnke, Di Zou
Journal of Multilingual and Multicultural Development (2025), pp. 1-18
Closed Access
Aspects influencing teacher’s motivation in private schools amid the challenging environment in Lebanon
Hanan Kontar, Nisrine Rizk, Nada Jabbour Al Maalouf
Deleted Journal (2025) Vol. 2, Iss. 1, pp. 190-208
Open Access
Pre-K–12 Teachers’ Views on ASD+ADHD: Prevalence Estimates and Teaching Preparedness
Sidni A. Justus, Emily M. Pogue, Victoria Simanovich
Children (2025) Vol. 12, Iss. 3, pp. 342-342
Open Access
Experiences of Teachers in School Administrator and Instructional Support: Management Plan
Charie Cuizon
(2025) Vol. 34, Iss. 4, pp. 495-511
Open Access
Virtual reality trends and challenges in teacher education: a systematic literature review
Yinkun Zhu, Yu-Sheng Su
Interactive Learning Environments (2025), pp. 1-22
Closed Access
Shaping success: How instructional leadership influences teaching practices and self-efficacy
Heather Bianconi, Karen H. Larwin
Forum for education studies. (2025) Vol. 3, Iss. 2, pp. 2379-2379
Closed Access
Lived experiences of the internship education students in teaching kindergarten
Dan Wang, Maria Theresa Cardano
Journal of Learning and Educational Policy (2025), Iss. 51, pp. 9-25
Open Access
Teacher–Student Relationships and Psychosocial Adjustment of Students with Specific Learning Disorders
Fotini Polychroni, Kontaratou Despoina, Evgenia Kyriakidou, et al.
Learning Disabilities Research and Practice (2025)
Closed Access
The development of student teachers’ teacher self-efficacy before and during the COVID-19 pandemic
Wendy Symes, Rebecca Lazarides, Isabell Hußner
Teaching and Teacher Education (2022) Vol. 122, pp. 103941-103941
Open Access | Times Cited: 19
Does school context moderate longitudinal relations between teacher-reported self-efficacy and value for student engagement and teacher-student relationships from early until midcareer?
Rebecca Lazarides, Helen M. G. Watt, Paul Richardson
Contemporary Educational Psychology (2022) Vol. 72, pp. 102136-102136
Closed Access | Times Cited: 17
Information System for Monitoring and Management of the Quality of Educational Programs: Development of Functioning Algorithms
Maxim Logachev, Yuliya Laamarti, Svetlana Evgenevna Rudneva, et al.
International Journal of Instruction (2022) Vol. 15, Iss. 3, pp. 429-450
Open Access | Times Cited: 16
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