Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

The relationship between the types of professional development activities teachers participate in and their self-efficacy: a multi-country analysis
Emine Gümüş, Mehmet Şükrü Bellibaş
European Journal of Teacher Education (2021) Vol. 46, Iss. 1, pp. 67-94
Closed Access | Times Cited: 32

Showing 1-25 of 32 citing articles:

Instructional leadership and student achievement across UAE schools: Mediating role of professional development and cognitive activation in teaching
Mehmet Şükrü Bellibaş, Mahmut Polatcan, Khadeegha Alzouebi
Educational Management Administration & Leadership (2025)
Closed Access
Investigating the sources of teacher intercultural self-efficacy: A three-level study using TALIS 2018
Miriam Schwarzenthal, Martin Daumiller, Sauro Civitillo
Teaching and Teacher Education (2023) Vol. 126, pp. 104070-104070
Open Access | Times Cited: 13
Instructional Leadership and Teacher Effectiveness in Online Learning
Herbert Corpuz, Darin Jan Tindowen
Hong Kong Journal of Social Sciences (2025), Iss. 64
Closed Access
Teachers and teacher training for inclusive pedagogies in England. Mainstream and SEND schools providing their own solutions
Fiona Smythe
British Journal of Special Education (2025)
Closed Access
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
Drama-based methodologies and teachers’ self-efficacy in reading instruction
Konstantinos Mastrothanasis, Maria Kladaki
Irish Educational Studies (2025), pp. 1-17
Open Access
Relationships between teacher education mechanisms and teacher practices, self-efficacy, and job satisfaction in the U.S.: An analysis of TALIS 2018
Todd D. Reeves, Valerie Hamilton
Studies In Educational Evaluation (2022) Vol. 75, pp. 101216-101216
Closed Access | Times Cited: 17
Multi-Level Analysis of Factors on Teacher Job Satisfaction Across Japan and South Korea: Evidence From TALIS 2018
Jinpeng Niu, Chunhong Fan, Zhongxing Wang, et al.
SAGE Open (2023) Vol. 13, Iss. 2
Open Access | Times Cited: 7
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
Promoting 21 st century pedagogy: can school autonomy and school-based professional development processes make a difference?
Adam E. Nir, Ronit Bogler, Dan Inbar, et al.
Education Inquiry (2024), pp. 1-24
Open Access | Times Cited: 1
A systematic literature review of TALIS secondary research: Trends and future directions
Jelena Veletić, Ana María Mejía‐Rodríguez, Rolf Vegar Olsen
Review of Education (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 1
Challenges and Experiences of the Teachers during the Face-to-Face Transition and their Performance
Christine Joy P. Abaño, Daisy L. Aranguren
International Journal of Innovative Science and Research Technology (IJISRT) (2024), pp. 2744-2756
Open Access | Times Cited: 1
The Relationship Between Self Efficacy, Learning Styles to the Learning Activeness of Prospective Teachers
Aruna Ngesti Lestari, Supartinah, Sekar Purbarini Kawuryan
Jurnal Ilmiah Sekolah Dasar (2024) Vol. 8, Iss. 1, pp. 129-136
Open Access | Times Cited: 1
Impact of Geographical Factors on Vietnamese Teachers’ Satisfaction with “Teacher Activity Groups” Project
Phuong Hoang Yen, Anh Thi Nguyen, Le Thanh Thao, et al.
International Journal of Learning Teaching and Educational Research (2023) Vol. 22, Iss. 9, pp. 62-84
Open Access | Times Cited: 2
Navigating Uncertainty: Teachers’ Insights on Their Preservice Training and Its Influence on Self-Efficacy during the COVID-19 Pandemic
Yonit Nissim, Eitan Simon
Behavioral Sciences (2024) Vol. 14, Iss. 2, pp. 135-135
Open Access
Tracing teachers’ change of pedagogical design capacity through professional development
Ümran Yazıcılar Nalbantoğlu, Nilay T. Bümen
Journal of Curriculum Studies (2024), pp. 1-24
Closed Access
Engaging teacher’s mental health self-care early through a trauma-informed microcredential
Jenna Epstein, Jodi Eirich, Jane Wildesen
School-University Partnerships (2024) Vol. 17, Iss. 2, pp. 153-169
Open Access
Unveiling the Veil: Gender Differences in Satisfaction among K12 Teachers in the Teacher Activity Groups Initiative
Phuong Hoang Yen, Pham Trut Thuy, Nguyen Huong Tra, et al.
International Journal of Instruction (2024) Vol. 17, Iss. 3, pp. 79-98
Open Access
How School Principals’ Managerial Skills Influences Teacher Self-Efficacy
Riswandi Riswandi, Alif Luthvi Azizah, Nursalamah Siagian, et al.
Jurnal Pedagogi dan Pembelajaran (2024) Vol. 7, Iss. 1, pp. 33-39
Open Access
Transformative Impact of Teacher Activity Groups on Vietnamese K-12 Teachers’ Professional Growth: A Study of Satisfaction
Phuong Hoang Yen, Helen Lunney, Anh Thi Nguyen, et al.
Journal of Language Teaching and Research (2024) Vol. 15, Iss. 4, pp. 1105-1116
Open Access
Physical Education Teacher’s Continuing Professional Development Affects the Physiological and Cognitive Well-Being of School-Age Children
Francesca Latino, Giuseppina Colonna Romano, Francesco Tafuri
Education Sciences (2024) Vol. 14, Iss. 11, pp. 1199-1199
Open Access
Professional development for Indonesian elementary school teachers: Increased competency and sustainable teacher development programs
Rasmitadila Rasmitadila, Reza Rachmadtullah, Teguh Prasetyo, et al.
F1000Research (2024) Vol. 13, pp. 1375-1375
Open Access
Exploring Changes in Teacher Self-Efficacy Through Neuroeducation Professional Development
Ranjini Mahinda JohnBull, Mariale M. Hardiman
The Teacher Educator (2023) Vol. 59, Iss. 2, pp. 175-195
Closed Access | Times Cited: 1
Interdisciplinary teaching practices in STEAM education in Brazil
Juliana Abra-Olivato, José Castro Silva
London Review of Education (2023) Vol. 21, Iss. 1
Open Access | Times Cited: 1
Investigating the Sources of Teacher Intercultural Self-Efficacy: A Three-Level Study Using TALIS 2018
Miriam Schwarzenthal, Martin Daumiller, Sauro Civitillo
(2022)
Open Access | Times Cited: 2
Page 1 - Next Page

Scroll to top