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OpenAlex Citation Counts

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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:

Transformational leadership and teachers’ use of differentiated instruction in Serbian schools: investigating the mediating effects of teacher collaboration and self-efficacy
Stefan Ninković, Olivera Knežević-Florić, Dejan Đorđić
Educational Studies (2022) Vol. 50, Iss. 6, pp. 1353-1372
Closed Access | Times Cited: 10

Showing 10 citing articles:

Investigating factors affecting teachers’ instructional practices: Evidence from TALIS 2018 Turkish data
Ayşegül Altun, Esra Kuduz, İrem Nur Akkan
International Journal of Educational Research (2025) Vol. 130, pp. 102557-102557
Closed Access
THE INTERPLAY OF TEACHERS’ BELIEFS, ATTITUDES, AND THE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION IN INDONESIAN EFL CONTEXTS
Nirwanto Maruf
English Review Journal of English Education (2023) Vol. 11, Iss. 2, pp. 357-364
Open Access | Times Cited: 13
Framework for Strengthening Teacher Self-Efficacy for Differentiated Instruction
Tom Porta
Springer briefs in education (2025), pp. 31-43
Closed Access
Differentiation for Student Autonomy and Strengthened Relationships
Tom Porta
Springer briefs in education (2025), pp. 59-68
Closed Access
School leadership and teaching practice: a systematic review of studies of the indirect effects
Stefan Ninković, Olivera Knežević Florić
Journal of Educational Administration (2024) Vol. 62, Iss. 4, pp. 357-372
Closed Access | Times Cited: 3
Australian senior‐secondary teachers’ perceptions of leadership and policy for differentiated instruction
Tom Porta, Nicole Todd, Lorraine Gaunt
British Educational Research Journal (2024) Vol. 50, Iss. 3, pp. 1022-1042
Open Access | Times Cited: 2
Enhancing Inclusive Teaching in China: Examining the Effects of Principal Transformational Leadership, Teachers’ Inclusive Role Identity, and Efficacy
Dongsheng Wang, Liang Huang, Xianhan Huang, et al.
Behavioral Sciences (2024) Vol. 14, Iss. 3, pp. 175-175
Open Access | Times Cited: 2
Modeling the relationships between transformational leadership, teacher academic optimism, and teacher engagement: Evidence from the Serbian school context
Stefan Ninković, Dejan Djordjic, Stanislava Olić Ninković
Zbornik Instituta za pedagoska istrazivanja (2023) Vol. 55, Iss. 1, pp. 161-187
Open Access | Times Cited: 2
Cultural and micropolitical interactions of teacher relations
Erkan Tabancalı, Gülay Öngel
South African Journal of Education (2024) Vol. 44, Iss. Supplement 1, pp. S1-S14
Open Access
Effects of collaboration on teachers’ job satisfaction and self-efficacy: personal and structural characteristics as moderators
Jaehong Jang, Hawon Yoo, Pey‐Yan Liou
Educational Studies (2023), pp. 1-23
Closed Access | Times Cited: 1
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