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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 autonomy and collaboration: A paradox? Conceptualising and measuring teachers' autonomy and collaborative attitude
Katrien Vangrieken, Ilke Grosemans, Filip Dochy, et al.
Teaching and Teacher Education (2017) Vol. 67, pp. 302-315
Closed Access | Times Cited: 128

Showing 1-25 of 128 citing articles:

All the same or different? Revisiting measures of teachers' technology acceptance
Ronny Scherer, Fazilat Siddiq, Jo Tondeur
Computers & Education (2019) Vol. 143, pp. 103656-103656
Open Access | Times Cited: 80
Collective teacher innovativeness in 48 countries: Effects of teacher autonomy, collaborative culture, and professional learning
Dong Nguyen, Marcus Pietsch, Sedat Gümüş
Teaching and Teacher Education (2021) Vol. 106, pp. 103463-103463
Closed Access | Times Cited: 72
Instagram as a platform for teacher collaboration and digital social support
Eric Richter, Jeffrey P. Carpenter, André Meyer, et al.
Computers & Education (2022) Vol. 190, pp. 104624-104624
Open Access | Times Cited: 38
A double-edged sword: Teachers’ perceptions of the benefits and challenges of online teaching and learning in higher education
Margarida Lucas, Paulo Nuno Vicente
Education and Information Technologies (2022) Vol. 28, Iss. 5, pp. 5083-5103
Open Access | Times Cited: 38
Understanding teacher emotional exhaustion: exploring the role of teaching motivation, perceived autonomy, and teacher–student relationships
Xiaoyu Wang, Yang Li, Kun Chen, et al.
Frontiers in Psychology (2024) Vol. 14
Open Access | Times Cited: 7
Teacher collaboration as a core objective of school development
Magdalena Muckenthaler, Teresa Tillmann, Sabine Weiß, et al.
School Effectiveness and School Improvement (2020) Vol. 31, Iss. 3, pp. 486-504
Closed Access | Times Cited: 51
Impact of distributed leadership on teacher job satisfaction in China: The mediating roles of teacher autonomy and teacher collaboration
Shujie Liu, Jared W. Keeley, Yongying Sui, et al.
Studies In Educational Evaluation (2021) Vol. 71, pp. 101099-101099
Closed Access | Times Cited: 42
School culture and teacher job satisfaction in early childhood education in China: the mediating role of teaching autonomy
Jing Xia, Mo Wang, Shiya Zhang
Asia Pacific Education Review (2022) Vol. 24, Iss. 1, pp. 101-111
Closed Access | Times Cited: 32
Effects of faculty psychological empowerment and autonomy on sustainable quality education in the didactics of accreditation and green pedagogy
Mohammad Ali Ashraf, Tanzila Amir, Sarker Rafij Ahmed Ratan
Journal of Global Responsibility (2025)
Closed Access
Departmental PLCs in secondary schools: the importance of transformational leadership, teacher autonomy, and teachers’ self-efficacy
Jasja Valckx, Ruben Vanderlinde, Geert Devos
Educational Studies (2019) Vol. 46, Iss. 3, pp. 282-301
Open Access | Times Cited: 53
Team learning behaviours and innovative work behaviour in work teams
Andreas Widmann, Regina H. Mulder
European Journal of Innovation Management (2018) Vol. 21, Iss. 3, pp. 501-520
Closed Access | Times Cited: 47
Impact of reciprocal peer observation on teacher collaboration perceptions
Mariona Corcelles, Ingrid Sala Bars, Mireia Soler, et al.
British Educational Research Journal (2024) Vol. 50, Iss. 3, pp. 981-1001
Open Access | Times Cited: 4
The Relationship Between Organizational Trust and Teacher Autonomy: The Mediating Role of Self‐Efficacy Beliefs
İbrahim Çolak
Psychology in the Schools (2025)
Open Access
What facilitates a sense of belonging amongst Australian teachers?
Kelly‐Ann Allen, Fiona Longmuir, Megan G. Thorn, et al.
Australian Journal of Psychology (2025) Vol. 77, Iss. 1
Open Access
Using District-Wide Professional Learning Communities for Continuous Professional Development in Physical Education: A Promising Example
Zack Beddoes, Brendan Quest, Jenna Starck, et al.
Journal of Physical Education Recreation & Dance (2025) Vol. 96, Iss. 2, pp. 36-46
Closed Access
The goal in question: a proposed framework for understanding teacher collaboration/cooperation between interconnected practices
Richard Andersson, Marina Wernholm
Cogent Education (2025) Vol. 12, Iss. 1
Open Access
School staff members’ professional agency in Finland, Scotland and Sweden – A comparative study
Päivi Hökkä, Eija Räikkönen, Katja Vähäsantanen, et al.
Teaching and Teacher Education (2025) Vol. 159, pp. 104998-104998
Open Access
Teacher collaboration networks as a function of type of collaboration and schools’ structural environment
J. Mark Schuster, Ulrike Hartmann, Nina Kolleck
Teaching and Teacher Education (2021) Vol. 103, pp. 103372-103372
Closed Access | Times Cited: 28
The mediating effects of metacognition and creative thinking on the relationship between teachers' autonomy support and teachers' self‐efficacy
Şenol Orakçı, Mehmet Durnalı
Psychology in the Schools (2022) Vol. 60, Iss. 1, pp. 162-181
Closed Access | Times Cited: 20
Teachers involved in school improvement: Analyzing mediating mechanisms of teachers’ boundary-crossing activities between leadership perception and teacher involvement
Beat Rechsteiner, Miriam Compagnoni, Andrea Wullschleger, et al.
Teaching and Teacher Education (2022) Vol. 116, pp. 103774-103774
Open Access | Times Cited: 19
Analyzing the relationship between distributed leadership and instructional quality in Taiwan: The mediating roles of teacher autonomy and teacher innovation
Chuan‐Chung Hsieh, Yurou Song, Hui‐Chieh Li
Educational Management Administration & Leadership (2024)
Open Access | Times Cited: 3
Shared professional agency in Early Childhood Education: An in-depth study of three teams
Anitta Melasalmi, Jukka Husu
Teaching and Teacher Education (2019) Vol. 84, pp. 83-94
Closed Access | Times Cited: 34
The teacher as an island? A mixed method study on the relationship between autonomy and collaboration
Katrien Vangrieken, Eva Kyndt
European Journal of Psychology of Education (2019) Vol. 35, Iss. 1, pp. 177-204
Closed Access | Times Cited: 33
Towards a comprehensive and dynamic conceptual framework to research and enact professional learning communities in the context of secondary education
V. Pierre, Fred Huijboom, Ellen Rusman, et al.
European Journal of Teacher Education (2019) Vol. 43, Iss. 3, pp. 405-427
Open Access | Times Cited: 30
Professional learning communities (PLCs) as learning environments for teachers: An in-depth examination of the development of seven PLCs and influencing factors
Fred Huijboom, V. Pierre, Ellen Rusman, et al.
Learning Culture and Social Interaction (2021) Vol. 31, pp. 100566-100566
Closed Access | Times Cited: 25
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