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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:

Can professional learning communities promote teacher innovation? A multilevel moderated mediation analysis
Shengnan Liu, Jiafang Lu, Hongbiao Yin
Teaching and Teacher Education (2021) Vol. 109, pp. 103571-103571
Closed Access | Times Cited: 42

Showing 1-25 of 42 citing articles:

Teacher leadership and virtual communities: Unpacking teacher agency and distributed leadership
Tarek Shal, Norma Ghamrawi, Abdullah Abu-Tineh, et al.
Education and Information Technologies (2024)
Open Access | Times Cited: 7
Teacher innovation: Conceptualizations, methodologies, and theoretical framework
Shengnan Liu, Hongbiao Yin, Yuning Wang, et al.
Teaching and Teacher Education (2024) Vol. 145, pp. 104611-104611
Closed Access | Times Cited: 6
Are teachers with better quality of work life more innovative? The mediating roles of psychological empowerment and teaching mindsets
Hamid Reza Rahimi, S. Yahya Hejazi, Nigel Mantou Lou, et al.
Acta Psychologica (2024) Vol. 247, pp. 104315-104315
Open Access | Times Cited: 5
Leadership development in virtual communities of practice: The case of school principals from the GCC Region
Norma Ghamrawi, Tarek Shal, Najah A. R. Ghamrawi
Education and Information Technologies (2024)
Open Access | Times Cited: 5
Self-innovativeness within school context: multilevel study of the relations between teacher job crafting and innovative behaviour
Stefan Ninković, Dejan Đorđić, Olivera Knežević Florić
Educational Studies (2025), pp. 1-20
Closed Access
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
How can an innovative teaching force be developed? The empowering role of distributed leadership
Yuan Teng, Rui Pu, Yipu Hao
Thinking Skills and Creativity (2024) Vol. 51, pp. 101464-101464
Closed Access | Times Cited: 3
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
Professional learning communities and their impact on teacher performance: Empirical evidence from public primary schools in Guiyang
Al-Amin Mydin, Yi Xia, Yihong Long
Teaching and Teacher Education (2024) Vol. 148, pp. 104715-104715
Closed Access | Times Cited: 3
Associations of different types of informal teacher learning with teachers’ technology integration intention
Xianhan Huang, Lai Chun, Mingyao Sun, et al.
Computers & Education (2022) Vol. 190, pp. 104604-104604
Closed Access | Times Cited: 13
Exploring the relationship between teachers' professional capital and technology-enhanced teaching innovation: The mediating role of constructivist belief
Xiaolin Liu, Liguo Zhang
Teaching and Teacher Education (2023) Vol. 139, pp. 104434-104434
Closed Access | Times Cited: 7
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
Language Teachers’ Collaborative Actions and Relationships in a Textbook Writing Community of Practice
Jiarui Zhao, Citing Li, Dingfang Shu
The Asia-Pacific Education Researcher (2024)
Closed Access | Times Cited: 2
Teacher collaboration, school innovativeness and innovative teaching in Taiwan: Evidence from TALIS
Hui-Ling Wendy Pan, Yi-Chun Lin, Chih‐Hung Chung
International Journal of Educational Research (2024) Vol. 127, pp. 102383-102383
Closed Access | Times Cited: 2
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
Leading teacher instructional practices in Türkiye: do inner school conditions matter?
Mahmut Polatcan, Nedim Özdemir, Ali̇ Çağatay Kılınç, et al.
Journal of Educational Administration (2023) Vol. 61, Iss. 4, pp. 341-361
Closed Access | Times Cited: 5
Impact of school leadership on teacher innovativeness: evidence from multilevel analysis of Taiwan TALIS 2018
Chuan‐Chung Hsieh, Shao-En Tai, Hui‐Chieh Li
Asia Pacific Journal of Education (2024), pp. 1-18
Open Access | Times Cited: 1
Taking stock of the research into professional learning communities: Paradigms, pathways, and possibilities
Kwun Man Chiang, Hongbiao Yin, Icy Lee, et al.
Teaching and Teacher Education (2023) Vol. 139, pp. 104431-104431
Closed Access | Times Cited: 4
Social capital, education, and subjective well-being in Ecuador
Aracelly Núñez-Naranjo, Ximena Morales-Urrutia, Luis Enrique Simbaña Taipe
Frontiers in Sociology (2024) Vol. 9
Open Access | Times Cited: 1
Exploring the role of intentions and expectations in continuing professional development in sustainability education
Carlos R. Casanova, Jordan King, Daniel Fischer
Teaching and Teacher Education (2023) Vol. 128, pp. 104115-104115
Closed Access | Times Cited: 3
Does school power distance matter for the effectiveness of professional learning communities in China? A multilevel moderated mediation analysis
Shengnan Liu, Hongbiao Yin
Teaching and Teacher Education (2023) Vol. 134, pp. 104335-104335
Closed Access | Times Cited: 2
Does the professional learning community intermediate the effects of principal's leadership on teaching innovation?
Angelo Paletta, Genc Alimehmeti
Management in Education (2023)
Open Access | Times Cited: 2
The Role of Teachers’ Constructivist Beliefs in Classroom Observations: A Social Cognitive Theory Perspective
Po‐Hsi Chen, Jon‐Chao Hong, Jian‐Hong Ye, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 3
Exploring Knowledge-Hiding Dynamics in Chinese Academic Research Teams: A Comprehensive Study
Jiahui Jin, Mingsi Zhao, Fengyu Shi
Journal of the Knowledge Economy (2024)
Closed Access
Intercultural Professional Community of Practice
Raquel Segura Fernández, Carlos Montoya-Fernández, María Elena Mora-Mora, et al.
Advances in educational marketing, administration, and leadership book series (2024), pp. 149-169
Closed Access
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