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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:

Are professional learning communities beneficial for teachers? A multilevel analysis of teacher self-efficacy and commitment in China
Xin Zheng, Hongbiao Yin, Yuan Liu
School Effectiveness and School Improvement (2020) Vol. 32, Iss. 2, pp. 197-217
Closed Access | Times Cited: 44

Showing 1-25 of 44 citing articles:

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
Understanding teachers' online professional learning: A “community of inquiry” perspective on the role of Chinese middle school teachers’ sense of self-efficacy, and online learning achievement
Mingzhe Wang, Lawrence Jun Zhang
Heliyon (2023) Vol. 9, Iss. 6, pp. e16932-e16932
Open Access | Times Cited: 13
Professional learning communities and teacher outcomes. A cross-national analysis
Anders Astrup Christensen, John Jerrim
Teaching and Teacher Education (2025) Vol. 156, pp. 104920-104920
Open Access
Teacher professional learning communities and children’s school readiness in China: the moderating role of supportive conditions and cooperative atmosphere
Jie Ren, Yanying Mo, Yulong Zhang, et al.
Frontiers in Education (2025) Vol. 9
Open 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
Teacher professionalism: Chinese teachers' perspectives
Christopher Day, Alyson Simpson, Qiong Li, et al.
Journal of Professional Capital and Community (2023) Vol. 8, Iss. 2, pp. 65-89
Closed Access | Times Cited: 12
A review of the empirical research literature on PLCs for teachers in the Global South: evidence, implications, and directions
Dong Nguyen, Ellen Boeren, Srabani Maitra, et al.
Professional Development in Education (2023) Vol. 50, Iss. 1, pp. 91-107
Open Access | Times Cited: 11
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
The impact of perceived organizational support on professional commitment: a moderation of burnout and mediation of well-being
Sehrish Ilyas, Ghulam Abid, Fouzia Ashfaq
International Journal of Sociology and Social Policy (2022) Vol. 43, Iss. 7/8, pp. 710-726
Closed Access | Times Cited: 16
Enhancing teachers' commitment: Autonomy and learning in Ghana's basic schools
Isaac Ahakwa
Teaching and Teacher Education (2024) Vol. 143, pp. 104556-104556
Closed Access | Times Cited: 3
Examining the influence of Economics teachers’ engagement in professional learning communities on teaching self-efficacy: a structural equation modelling approach
Mumuni Baba Yidana, Bernard Yaw Sekyi Acquah
Cogent Social Sciences (2024) Vol. 10, Iss. 1
Open Access | Times Cited: 3
Teacher leadership for professional development in a networked learning community: A Chinese case study
Xin Zheng, Juyan Ye
Educational Management Administration & Leadership (2022) Vol. 52, Iss. 5, pp. 1062-1081
Closed Access | Times Cited: 13
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
Professional Learning Communities of Student Teachers in Internship
Peter Theurl, Eva Frick, Elvira Barrios
Education Sciences (2024) Vol. 14, Iss. 7, pp. 706-706
Open Access | Times Cited: 2
Exploring the mediating role of teacher identity between professional learning community and teacher resilience: evidence from Eastern China
Jiawei Zhang, Ying Li, Yan Zeng, et al.
Humanities and Social Sciences Communications (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 2
THE EFFECT OF PROFESSIONAL LEARNING COMMUNITY MEDIATORS ON TRUST AND SELF-EFFICACY OF ISLAMIC EDUCATION TEACHERS IN MALAYSIA
Haswani Dzul Dzul, Zaharah Hussin, Abdul Muhsien Sulaiman
Malaysian Journal of Learning and Instruction (2023) Vol. 20
Open Access | Times Cited: 5
The impact of professional learning communities on pre-service teachers’ professional commitment
Cheng Chun-song, Jinzhen Zhao
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 5
Breaking Barriers: Contextual Factors for Enhancing English as a Foreign Language Teachers’ Teaching Self-Efficacy in Secondary Vocational Schools
Zhongyue Zhang, Ahmad Johari Sihes
International Journal of Academic Research in Progressive Education and Development (2024) Vol. 13, Iss. 2
Open Access | Times Cited: 1
Professional Learning Communities in Chinese Preschools: Challenging Western Frameworks
Alfredo Bautista, Rongrong Xu, Fangmei Cen, et al.
Education Sciences (2023) Vol. 13, Iss. 10, pp. 1055-1055
Open Access | Times Cited: 4
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
How do teachers perceive their knowledge development through engaging in school-based learning activities? A case study in China
Xiaolei Zhang, Jocelyn L. N. Wong
Journal of Education for Teaching International Research and Pedagogy (2021) Vol. 47, Iss. 5, pp. 695-713
Closed Access | Times Cited: 8
Relationships between policy, teachers' values and professional capital in teacher collaboration in hierarchical Chinese societies
Daphnee Hui Lin Lee
Journal of Professional Capital and Community (2021) Vol. 7, Iss. 2, pp. 159-175
Closed Access | Times Cited: 7
Physical Education Teachers’ Perception of Teaching Effectiveness Related to Gender and Center Location in the Community of Extremadura
Jorge Rojo-Ramos, María Mendoza-Muñoz, Ángel Denche-Zamorano, et al.
International Journal of Environmental Research and Public Health (2023) Vol. 20, Iss. 3, pp. 2199-2199
Open Access | Times Cited: 2
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
Leading Professional Learning Communities to Support University Teachers’ Continuing Professional Development: Possibilities and Challenges in China
Jiaqi Dai
Proceedings of the 2022 International Conference on Science Education and Art Appreciation (SEAA 2022) (2022), pp. 1052-1060
Open Access | Times Cited: 3
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