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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:

Supporting the professional learning of teachers in China: Does principal leadership make a difference?
Shengnan Liu, Philip Hallinger, Daming Feng
Teaching and Teacher Education (2016) Vol. 59, pp. 79-91
Closed Access | Times Cited: 181

Showing 1-25 of 181 citing articles:

Unpacking the effects of culture on school leadership and teacher learning in China
Shengnan Liu, Philip Hallinger
Educational Management Administration & Leadership (2020) Vol. 49, Iss. 2, pp. 214-233
Closed Access | Times Cited: 118
Principal leadership and teacher professional learning in Turkish schools: examining the mediating effects of collective teacher efficacy and teacher trust
Mehmet Fatih Karacabey, Mehmet Şükrü Bellibaş, Donnie Adams
Educational Studies (2020) Vol. 48, Iss. 2, pp. 253-272
Closed Access | Times Cited: 101
The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation
Fatih Bektaş, Ali̇ Çağatay Kılınç, Sedat Gümüş
Educational Studies (2020) Vol. 48, Iss. 5, pp. 602-624
Closed Access | Times Cited: 99
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
The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective
Mehmet Şükrü Bellibaş, Ali̇ Çağatay Kılınç, Mahmut Polatcan
Educational Administration Quarterly (2021) Vol. 57, Iss. 5, pp. 776-814
Closed Access | Times Cited: 60
A Multilevel Model of Teachers’ Job Performance: Understanding the Effects of Trait Emotional Intelligence, Job Satisfaction, and Organizational Trust
Mingwei Li, Pablo A. Pérez-Díaz, Yaqing Mao, et al.
Frontiers in Psychology (2018) Vol. 9
Open Access | Times Cited: 80
Facilitating professional learning communities in China: Do leadership practices and faculty trust matter?
Hongbiao Yin, Xin Zheng
Teaching and Teacher Education (2018) Vol. 76, pp. 140-150
Closed Access | Times Cited: 72
Assessing the effects of Learning-Centered Leadership on Teacher Professional Learning in Thailand
Philip Hallinger, Patnaree Piyaman, Pongsin Viseshsiri
Teaching and Teacher Education (2017) Vol. 67, pp. 464-476
Closed Access | Times Cited: 68
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
Linking instructional leadership to teacher practices: The mediating effect of shared practice and agency in learning effectiveness
Mehmet Şükrü Bellibaş, Mahmut Polatcan, Ali̇ Çağatay Kılınç
Educational Management Administration & Leadership (2020) Vol. 50, Iss. 5, pp. 812-831
Closed Access | Times Cited: 52
Unpacking the effect of teacher empowerment on professionalism: The mediation of trust in colleagues and affective commitment
Hao Yao, Lichao Ma, Shifei Duan
Teaching and Teacher Education (2024) Vol. 141, pp. 104515-104515
Closed Access | Times Cited: 6
Cultivating teacher innovativeness through transformational leadership and teacher agency in schools: the moderating role of teacher trust
Mahmut Polatcan, Pınar Özkan, Mehmet Şükrü Bellibaş
Journal of Professional Capital and Community (2024) Vol. 9, Iss. 3, pp. 227-242
Closed Access | Times Cited: 5
The Relationship Between Distributed Leadership and Teacher Efficacy in China: The Mediation of Satisfaction and Trust
Xin Zheng, Hongbiao Yin, Yuan Liu
The Asia-Pacific Education Researcher (2019) Vol. 28, Iss. 6, pp. 509-518
Closed Access | Times Cited: 50
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: 47
Principals supporting teacher leadership: The effects of learning‐centred leadership on teacher leadership practices with the mediating role of teacher agency
Mehmet Şükrü Bellibaş, Sedat Gümüş, Ali̇ Çağatay Kılınç
European Journal of Education (2020) Vol. 55, Iss. 2, pp. 200-216
Closed Access | Times Cited: 41
School Principal Support in Teacher Professional Development
Mehmet Fatih Karacabey
International Journal of Educational Leadership and Management (2020) Vol. 9, Iss. 1, pp. 54-75
Open Access | Times Cited: 39
Analyzing the relationship between principals’ learning-centered leadership and teacher professional learning: The mediation role of trust and knowledge sharing behavior
Seyedeh Mahsa Talebizadeh, Rezvan Hosseingholizadeh, Mehmet Şükrü Bellibaş
Studies In Educational Evaluation (2021) Vol. 68, pp. 100970-100970
Closed Access | Times Cited: 37
The Effect of Learning-Centred Leadership and Teacher Trust on Teacher Professional Learning: Evidence from a Centralised Education System
Mehmet Şükrü Bellibaş, Sedat Gümüş
Professional Development in Education (2021) Vol. 49, Iss. 5, pp. 925-937
Closed Access | Times Cited: 35
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
Transformational leadership and job satisfaction in vocational high schools in Türkiye: a multilevel mediation model of teacher professional learning and self-efficacy
Murat Özdemir, Barış Eriçok, Hakan Topaloğlu, et al.
Journal of Educational Administration (2024) Vol. 62, Iss. 3, pp. 309-324
Closed Access | Times Cited: 4
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
The importance of structure and trust in developmental work in school: with observations and joint analyses as the key activity
May Britt Postholm
Frontiers in Education (2025) Vol. 9
Open Access
From instructional leadership to instructional quality: the critical role of teacher academic optimism
Chan Wang, Xianhan Huang, Peng Xu
Educational Studies (2025), pp. 1-22
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
Self‐efficacy, agency, and values as predictors of STEM teacher leader identity in urban‐like learning environments
Justin Leonard, Damaries Blondonville‐Ford, Derrick Grubb, et al.
School Science and Mathematics (2025)
Closed Access
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