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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:

Teacher Exhaustion during COVID-19: Exploring the Role of Administrators, Self-Efficacy, and Anxiety
Tim Pressley, Cheyeon Ha
The Teacher Educator (2021) Vol. 57, Iss. 1, pp. 61-78
Closed Access | Times Cited: 39

Showing 1-25 of 39 citing articles:

Why teachers are leaving and what we can do about it
David T. Marshall, Tim Pressley, Natalie M. Neugebauer, et al.
Phi Delta Kappan (2022) Vol. 104, Iss. 1, pp. 6-11
Closed Access | Times Cited: 43
Understanding teacher burnout following COVID-19
Tim Pressley, David T. Marshall, Teanna Moore
Teacher Development (2024) Vol. 28, Iss. 4, pp. 553-568
Open Access | Times Cited: 5
Teacher voices matter: The role of teacher autonomy in enhancing job satisfaction and mitigating burnout
Cheyeon Ha, Tim Pressley, David T. Marshall
PLoS ONE (2025) Vol. 20, Iss. 1, pp. e0317471-e0317471
Open Access
How the “lessons learned” from emergency remote teaching can enrich European higher education in the post-COVID-19 era
Dimitrios Vlachopoulos
Higher Learning Research Communications (2022) Vol. 12
Open Access | Times Cited: 23
Fighting Through COVID-19 for Educational Continuity
Edward Chi-Ping Lin, Andy Yeh
Advances in mobile and distance learning book series (2022), pp. 177-203
Closed Access | Times Cited: 21
The times they are a-changin’:Teaching and learning beyond COVID-19
David T. Marshall, Tim Pressley, Savanna M. Love
Journal of Educational Change (2022) Vol. 23, Iss. 4, pp. 549-557
Open Access | Times Cited: 19
Teacher Stress and Mental Health During the COVID-19 Pandemic: Differences by Teaching Modality
Kate A. Leger, Erin N. Haynes, Timothy Hilbert, et al.
School Psychology Review (2024), pp. 1-10
Closed Access | Times Cited: 3
Evaluating a cross-lagged panel model between problematic internet use and psychological distress and cross-level mediation of school administrator support on problematic internet use: The serial mediating role of psychological needs thwarting of online teaching and psychological distress
I‐Hua Chen, Hsin‐Pao Chen, Jeffrey Hugh Gamble, et al.
Frontiers in Public Health (2022) Vol. 10
Open Access | Times Cited: 17
Elementary teacher self‐efficacy after a year of teaching during COVID‐19
Tim Pressley, Rachel Rangel
Psychology in the Schools (2023) Vol. 60, Iss. 9, pp. 3284-3297
Open Access | Times Cited: 7
“At Some Point We're Going to Reach Our Limit”: Understanding COVID‐19's impact on teacher burnout and subjective mental health
David T. Marshall, Natalie Smith, Savanna M. Love, et al.
Psychology in the Schools (2023) Vol. 61, Iss. 3, pp. 793-812
Closed Access | Times Cited: 7
From Oyster Reefs to Turnaround Schools: An Educational Restoration Model for the COVID-19 Era
Daniel I. Dawer, Sarah L. Woulfin
Leadership and Policy in Schools (2024), pp. 1-18
Closed Access | Times Cited: 2
The long-term effects of perceived instructional leadership on teachers’ psychological well-being during COVID-19
Chen Xiumei, Xiao ling Liao, I‐Hua Chen, et al.
PLoS ONE (2024) Vol. 19, Iss. 8, pp. e0305494-e0305494
Open Access | Times Cited: 1
Teacher Morale and Mental Health at the Conclusion of the COVID-19 Pandemic
Tim Pressley, David T. Marshall, Savanna M. Love, et al.
(2022)
Open Access | Times Cited: 8
Inner strength amidst pandemic: Teachers' self‐efficacy patterns and perceived personal accomplishments
Cheyeon Ha, Tim Pressley
Psychology in the Schools (2024) Vol. 61, Iss. 5, pp. 1944-1961
Closed Access | Times Cited: 1
Perfectionism and Stress During Student-Teaching: Managing Uncertainty With Overcompensation
Peter V. Oliver
Journal of Educational Research and Practice (2024) Vol. 14, Iss. 1
Open Access | Times Cited: 1
Has COVID-19 changed pre-service teachers perceptions of the profession? Yes, but not necessarily in bad ways
Kendra Wells, Lia M. Daniels
Social Psychology of Education (2024)
Closed Access | Times Cited: 1
Understanding Teacher Burnout Following COVID-19
Tim Pressley, David T. Marshall, Teanna Moore
(2022)
Open Access | Times Cited: 6
A meta-analysis of a comprehensive m-health technology acceptance
Luiz Philipi Calegari, Barkokebas R.D., Diego Castro Fettermann
International Journal of Lean Six Sigma (2023)
Closed Access | Times Cited: 3
Understanding the effects of COVID-19 on P-12 teachers: a review of scholarly research and media coverage
Alexandra LaTronica-Herb, Tiffany Karalis Noel
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 3
An Examination of Suspension & Expulsion in Community Childcare Centers Two Years into the COVID-19 Pandemic
Keri Giordano, Eileen McKeating, Diana Hoffstein-Rahmey, et al.
Early Childhood Education Journal (2023) Vol. 52, Iss. 6, pp. 1095-1105
Open Access | Times Cited: 2
Öğretmen Adaylarının Öz Yeterlik Algıları ve Öz Düzenleyici Öğrenme Becerileri Arasındaki İlişkinin İncelenmesi
Yalçın Dilekli, Şenol Orakçı, Burak Ayçiçek
Türk Eğitim Bilimleri Dergisi (2023) Vol. 21, Iss. 3, pp. 1360-1383
Open Access | Times Cited: 2
Moving forward in the world: Outcomes and communication for effective reform
Leonardo Salvatore
Future in Educational Research (2024) Vol. 2, Iss. 1, pp. 6-15
Open Access
High school teachers reflect on schooling during and after the COVID-19 pandemic: A case study
James Badger, Elena Hernandez-Vo
International Journal of Professional Development Learners and Learning (2024) Vol. 7, Iss. 1, pp. e2504-e2504
Closed Access
Steering New Normal: School Administrators’ Lived Experiences of Educational Innovations Amidst COVID-19 Pandemic
Showket Nabi, Habibullah Shah
Leadership and Policy in Schools (2024), pp. 1-26
Closed Access
The Relationship between Access to Mental Health Resources, Administrative Support, and Teacher Burnout
Tim Pressley, David T. Marshall, Okunola Odeniyi, et al.
(2024)
Open Access
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