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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:

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

Showing 1-25 of 61 citing articles:

Creating conditions for professional learning communities (PLCs) in schools in China: the role of school principals
Haiyan Qian, Allan Walker
Professional Development in Education (2020) Vol. 47, Iss. 4, pp. 586-598
Closed Access | Times Cited: 60
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
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
The impact of digital training and mentoring on early childhood education teachers’ knowledge and practices related to nutrition and health
Netti Herawati, B Nuraeni, Raswen Efendi, et al.
BIO Web of Conferences (2025) Vol. 153, pp. 02025-02025
Open 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
Exploring Developmental Trajectories for English Language Teachers: Evidence From Professional Agency, Teacher Commitment, and Professional Learning Communities in Chinese Universities
Fan Yuan, Jia Li, Yiwen Mao
SAGE Open (2025) Vol. 15, Iss. 1
Open Access
Applying structural equation modelling to research on teaching and teacher education: Looking back and forward
Hongbiao Yin, Shenghua Huang
Teaching and Teacher Education (2021) Vol. 107, pp. 103438-103438
Closed Access | Times Cited: 27
A Conceptual Framework for Understanding Effective Professional Learning Community (PLC) Operation in Schools
Christopher Hudson
Journal of Education (2023) Vol. 204, Iss. 3, pp. 649-659
Open Access | Times Cited: 12
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
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
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
Doubly latent multilevel analysis of the relationship among collective teacher efficacy, school support, and organizational commitment
Zhonghua Zhang, John Chi‐Kin Lee, Hongbiao Yin, et al.
Frontiers in Psychology (2023) Vol. 13
Open Access | Times Cited: 9
Learner-Centered Teaching Catalyzed by Teacher Learning Communities: The Mediating Role of Teacher Self-Efficacy and Collaborative Professional Learning
Hui-Ling Wendy Pan
Sustainability (2023) Vol. 15, Iss. 6, pp. 4850-4850
Open Access | Times Cited: 9
Teachers’ closeness of professional relationship and its role in learning perception after reciprocal peer observation
Jesús Ribosa, Ingrid Noguera, Meritxell Monguillot, et al.
Teaching and Teacher Education (2024) Vol. 140, pp. 104469-104469
Open Access | Times Cited: 3
Organizational climate of kindergartens and teacher professional learning: mediating effect of teachers’ collective efficacy and moderating effect of mindfulness in teaching
Shuang Hao, Dongqing Yu, Lisha Fu
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 3
The impact of teacher entrepreneurial behaviour: a timely investigation of an emerging phenomenon
Chun Sing Maxwell Ho, Jiafang Lu, Darren Anthony Bryant
Journal of Educational Administration (2020) Vol. 58, Iss. 6, pp. 697-712
Closed Access | Times Cited: 23
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
Opening the black box: How professional learning communities, collective teacher efficacy, and cognitive activation affect students’ mathematics achievement in schools
Shengnan Liu, Hongbiao Yin
Teaching and Teacher Education (2023) Vol. 139, pp. 104443-104443
Closed Access | Times Cited: 7
Kindergarten Teachers’ Emotional Labor and Occupational Well-Being: How Do Different Interpersonal Relationships Matter?
Xin Zheng, Ying Luo, Jiaxin Tang
Early Education and Development (2024), pp. 1-15
Closed Access | Times Cited: 2
THE IMPACT OF LEADERSHIP STYLES ON PROFESSIONAL LEARNING COMMUNITIES AND MEDIATED BY TEACHERS’ BEHAVIOR TOWARD STUDENT LEARNING: A CONCEPTUAL FRAMEWORK
Thay Sovannpitou, Rany Sam, Keo Ratanak
International Journal of Education Psychology and Counseling (2024) Vol. 9, Iss. 54, pp. 230-250
Open Access | Times Cited: 2
Being the Weather Gauge of Mood: Demystifying the Emotion Regulation of Kindergarten Principals
Ken Hang To, Hongbiao Yin
The Asia-Pacific Education Researcher (2021) Vol. 30, Iss. 4, pp. 315-325
Closed Access | Times Cited: 16
Principal leadership practices, professional learning communities, and teacher commitment in Hong Kong kindergartens: A multilevel SEM analysis
Ken Hang To, Hongbiao Yin, Winnie Wing Yi Tam, et al.
Educational Management Administration & Leadership (2021) Vol. 51, Iss. 4, pp. 889-911
Closed Access | Times Cited: 16
Understanding the adoption of autonomous vehicles in Thailand: an extended TAM approach
Sarawut Ramjan, Purimprach Sangkaew
Engineering Management in Production and Services (2022) Vol. 14, Iss. 1, pp. 49-62
Open Access | Times Cited: 12
A review of professional learning community (PLC) instruments
Moosung Lee, Jin Won Kim, Youngmin Mo, et al.
Journal of Educational Administration (2022) Vol. 60, Iss. 3, pp. 262-287
Closed Access | Times Cited: 11
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