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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:

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

Showing 1-25 of 68 citing articles:

Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model
Shengnan Liu, Philip Hallinger
Educational Administration Quarterly (2018) Vol. 54, Iss. 4, pp. 501-528
Closed Access | Times Cited: 264
Does principal leadership make a difference in teacher professional learning? A comparative study China and Thailand
Philip Hallinger, Shengnan Liu, Patnaree Piyaman
Compare A Journal of Comparative and International Education (2017) Vol. 49, Iss. 3, pp. 341-357
Closed Access | Times Cited: 113
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
Approaches to co-construction of knowledge in teacher learning groups
Patrick van Schaik, M.L.L. Volman, Wilfried Admiraal, et al.
Teaching and Teacher Education (2019) Vol. 84, pp. 30-43
Open Access | Times Cited: 48
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
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
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
The heart of school improvement: a multi-site case study of leadership for teacher learning in Vietnam
Ngọc Hải Trần, Philip Hallinger, Thang Dinh Truong
School Leadership and Management (2017) Vol. 38, Iss. 1, pp. 80-101
Open Access | Times Cited: 42
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: 31
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
Instructional leadership, and teacher’s collective efficacy, commitment, and professional learning in primary schools: a mediation model
Rezvan Hosseingholizadeh, Akbar Amrahi, Hadi El-Farr
Professional Development in Education (2020) Vol. 49, Iss. 3, pp. 518-535
Closed Access | Times Cited: 31
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
Unveiling teachers’ professional agency and decision-making in professional learning: the illusion of choice
Parivash Mohammad Nezhad, Steven A. Stolz
Professional Development in Education (2024), pp. 1-21
Open Access | Times Cited: 3
Current Challenges in School Leadership in Estonia and Finland: A Multiple-Case Study among Exemplary Principals
Kirsi Tirri, Eve Eisenschmidt, Katrin Poom‐Valickis, et al.
Education Research International (2021) Vol. 2021, pp. 1-11
Open Access | Times Cited: 22
An exploration of the relationship between distributed leadership, teacher agency, and professional learning in Turkey
Mahmut Polatcan
Professional Development in Education (2021) Vol. 50, Iss. 4, pp. 789-803
Closed Access | Times Cited: 21
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
The relationship between principal leadership and teacher practice: Exploring the mediating effect of teachers’ beliefs and professional learning
Emre Er
Educational Studies (2021) Vol. 50, Iss. 2, pp. 166-185
Closed Access | Times Cited: 20
Learning–centred leadership and student achievement: Understanding the mediating effect of the teacher professional community and parental involvement
Nedim Özdemir, Feyza Gün, Ahmet Yirmibeş
Educational Management Administration & Leadership (2021) Vol. 51, Iss. 6, pp. 1301-1321
Closed Access | Times Cited: 20
Leadership that matters: creating cultures of academic optimism that support teacher learning in Thailand
Dhirapat Kulophas, Philip Hallinger
Journal of Educational Administration (2020) Vol. 58, Iss. 6, pp. 605-627
Closed Access | Times Cited: 23
Linking Instructional Leadership and School Support to Teacher Expertise: The Mediating Effect of Teachers’ Professional Development Agency
Yanli Li, Yonghong Cai, Runjia Tang
Sustainability (2023) Vol. 15, Iss. 4, pp. 3440-3440
Open Access | Times Cited: 7
Fostering Collaborative School Improvement in Estonian Schools
Eve Eisenschmidt, Kaija Kumpas-Lenk, Kätlin Vanari, et al.
Journal of School Leadership (2024) Vol. 34, Iss. 4, pp. 341-366
Closed Access | Times Cited: 2
Digital era learner-centered leadership and teachers’ efficacy: the mediating role of teachers’ professional learning
Pui Yee Chan, Phaik Kin Cheah, Yuen Onn Choong
Journal of Professional Capital and Community (2024)
Closed Access | Times Cited: 2
Learning-centred leadership and change in teacher practice in Turkey: exploring the mediating effects of collaboration
Ali̇ Çağatay Kılınç, Mehmet Şükrü Bellibaş, Mahmut Polatcan
Educational Studies (2020) Vol. 48, Iss. 6, pp. 790-808
Closed Access | Times Cited: 19
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