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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:

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

Showing 1-25 of 72 citing articles:

Linking empowering leadership to innovative behavior in professional learning communities: the role of psychological empowerment and team psychological safety
Jinjie Zhu, Jihai Yao, Lili Zhang
Asia Pacific Education Review (2019) Vol. 20, Iss. 4, pp. 657-671
Closed Access | Times Cited: 66
Professional learning communities count: Examining the relationship between faculty trust and teacher professional learning in Hong Kong kindergartens
Hongbiao Yin, Ken Hang To, Chrysa Pui Chi Keung, et al.
Teaching and Teacher Education (2019) Vol. 82, pp. 153-163
Closed Access | Times Cited: 61
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
The Relationships among Transformational Leadership, Professional Learning Communities and Teachers’ Job Satisfaction in China: What Do the Principals Think?
Zhang Jia, Qinan Huang, Jianmei Xu
Sustainability (2022) Vol. 14, Iss. 4, pp. 2362-2362
Open Access | Times Cited: 31
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
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
Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities
Chrysa Pui Chi Keung, Hongbiao Yin, Winnie Wing Yi Tam, et al.
Educational Management Administration & Leadership (2019) Vol. 48, Iss. 5, pp. 875-892
Closed Access | Times Cited: 48
Exploring the effects of professional learning communities on teacher’s self-efficacy and job satisfaction in Shanghai, China
Zhang Jia, Hongbiao Yin, Tengfei Wang
Educational Studies (2020) Vol. 49, Iss. 1, pp. 17-34
Closed Access | Times Cited: 46
Are professional learning communities beneficial for teachers? A multilevel analysis of teacher self-efficacy and commitment in China
Xin Zheng, Hongbiao Yin, Yuan Liu
School Effectiveness and School Improvement (2020) Vol. 32, Iss. 2, pp. 197-217
Closed Access | Times Cited: 44
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
What Facilitates Kindergarten Teachers’ Intentions to Implement Play-Based Learning?
Hongbiao Yin, Chrysa Pui Chi Keung, Winnie Wing Yi Tam
Early Childhood Education Journal (2021) Vol. 50, Iss. 4, pp. 555-566
Closed Access | Times Cited: 32
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
Moral Leadership and Professional Learning Communities: The Mediating Role of Teachers' Trust in Principals and the Moderating Role of Principals' Controlling Behavior
Yun Qu, Simiao Liu, Ying Shao, et al.
Psychology in the Schools (2025)
Closed Access
Can a professional learning community facilitate teacher well-being in China? The mediating role of teaching self-efficacy
Wenyan Liang, Huan Song, Ran Sun
Educational Studies (2020) Vol. 48, Iss. 3, pp. 358-377
Closed Access | Times Cited: 36
Exploring the Relationship Between Paternalistic Leadership, Teacher Commitment, and Job Satisfaction in Chinese Schools
Xiao Shi, Zeyuan Yu, Xin Zheng
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 33
How can professional learning communities influence teachers’ job satisfaction? A mixed-method study in China
Zhang Jia, Rui Yuan
Teachers and Teaching (2020) Vol. 26, Iss. 3-4, pp. 229-247
Closed Access | Times Cited: 29
How ethical leadership influences professional learning communities via teacher obligation and participation in decision making: A moderated-mediation analysis
Shengnan Liu, Hongbiao Yin
Educational Management Administration & Leadership (2020) Vol. 51, Iss. 2, pp. 345-364
Closed Access | Times Cited: 29
Teacher professional learning: a holistic and cultural endeavour imbued with transformative possibility
Geraldine Mooney Simmie
Educational Review (2021) Vol. 75, Iss. 5, pp. 916-931
Open Access | Times Cited: 25
The effects of instructional leadership, teacher responsibility and procedural justice climate on professional learning communities: A cross-level moderated mediation examination
Shengnan Liu, Philip Hallinger
Educational Management Administration & Leadership (2022) Vol. 52, Iss. 3, pp. 556-575
Closed Access | Times Cited: 17
Teacher leadership in professional learning communities in early childhood education: A Chinese perspective
Mo Wang, Limin Zhang
Educational Management Administration & Leadership (2024)
Closed Access | Times Cited: 3
Teacher participation in school-based professional development in China: does it matter for teacher efficacy and teaching strategies?
Zheng Ke, Hongbiao Yin, Shenghua Huang
Teachers and Teaching (2019) Vol. 25, Iss. 7, pp. 821-836
Closed Access | Times Cited: 29
Improving teachers’ professional development through professional learning community: Voices from secondary school teachers at Malaysian Chinese independent schools
Na Wang, Bao Guo An
Heliyon (2023) Vol. 9, Iss. 6, pp. e17515-e17515
Open Access | Times Cited: 8
Intersection of culture, professionalism, and gender: Why Chinese female novice teachers fail to manage conflicts in professional learning communities
Yansi Hou, Shuangye Chen, Shulin Yu
Teaching and Teacher Education (2023) Vol. 132, pp. 104244-104244
Open Access | Times Cited: 8
Improving teacher career satisfaction through distributed leadership in China: The parallel mediation of teacher empowerment and organizational commitment
Hao Yao, Lichao Ma
International Journal of Educational Development (2023) Vol. 104, pp. 102960-102960
Closed Access | Times Cited: 8
The effect of teacher trust in colleagues on collective teacher efficacy: Examining the mediating role of the characteristics of professional learning communities
Stefan Ninković, Olivera Knežević Florić, Dejan Đorđić
Teaching and Teacher Education (2022) Vol. 119, pp. 103877-103877
Closed Access | Times Cited: 12
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