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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 development in rural China: how ineffective school leadership fails to make a difference
Shengnan Liu, Philip Hallinger
International Journal of Leadership in Education (2017) Vol. 21, Iss. 6, pp. 633-650
Closed Access | Times Cited: 34

Showing 1-25 of 34 citing articles:

School middle leaders’ personality traits and collective teachers’ efficacy: the moderating role of resource support
Ayala Zadok, Pascale Benoliel, Chen Schechter
Social Psychology of Education (2025) Vol. 28, Iss. 1
Open Access
Crossing boundaries: primary school homeroom teachers’ serious misbehaviour experiences and their impact
Yael Cohen-Azaria
Educational Studies (2025), pp. 1-16
Closed Access
Review of conceptual models and methodologies in research on principal instructional leadership in Malaysia
Philip Hallinger, Donnie Adams, Alma Harris, et al.
Journal of Educational Administration (2017) Vol. 56, Iss. 1, pp. 104-126
Closed Access | Times Cited: 46
Internationalization Dynamics of Character Based Education Pandemic
DIAN CITA SARI, Ari Setiawan, Yuki Shiozaki, et al.
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE (2021) Vol. 3, Iss. 1, pp. 1-8
Open Access | Times Cited: 26
Education, Training and Counseling: Implication on the Post-COVID-19 World Pandemic
Ahmad Aizuddin Md Rami, Faiq Aziz, Zeinab Zaremohzzabieh, et al.
Pertanika journal of science & technology (2021) Vol. 29, Iss. S1
Open Access | Times Cited: 21
Teacher-leaders’ personality traits of extraversion, conscientiousness, and openness to experience and transformational leadership: The implications for collective teachers efficacy
Ayala Zadok, Pascale Benoliel, Chen Schechter
Teaching and Teacher Education (2024) Vol. 140, pp. 104482-104482
Closed Access | Times Cited: 2
“Teach to adapt or adapt to teach”: qualitative study on the new “special-post teachers” in China’s rural schools
Jian Li, Eryong Xue
Educational Philosophy and Theory (2020) Vol. 53, Iss. 12, pp. 1295-1305
Closed Access | Times Cited: 20
Posibilidades, limitaciones y demandas de los centros educativos del medio rural en el norte y sur de España contemplados desde la dirección escolar
Carmen Álvarez Álvarez, Francisco Javier García Prieto, Francisco José Pozuelos Estrada
Perfiles Educativos (2020) Vol. 42, Iss. 168, pp. 94-106
Open Access | Times Cited: 13
Exploring the relationship between school leadership and teacher professional learning through structural equation modeling
Jarrent R. Tayag, Nunilon Ayuyao
International Journal of Educational Management (2020) Vol. 34, Iss. 8, pp. 1237-1251
Closed Access | Times Cited: 13
Assessing the Challenges of Local Leaders in Rural Community Development: A Qualitative Study in Malaysia
Ahmad Aizuddin Md Rami, Faiq Aziz, Zeinab Zaremohzzabieh, et al.
Pertanika journal of science & technology (2021) Vol. 29, Iss. S1
Open Access | Times Cited: 12
School middle leaders' transformational leadership and organizational resilience: The moderating role of academic emphasis
Ayala Zadok, Pascale Benoliel, Chen Schechter
European Journal of Education (2024) Vol. 59, Iss. 3
Open Access | Times Cited: 1
Professional Learning Communities in Schools: Challenges and Opportunities
Jarrent R. Tayag
Universal Journal of Educational Research (2020) Vol. 8, Iss. 4, pp. 1529-1534
Open Access | Times Cited: 12
The Relationship between Principals’ Instructional Leadership and Teacher Retention in the Undeveloped Regions of Central and Western China: The Chain-Mediating Role of Role Stress and Affective Commitment
Qifang Zhan, Xiaohan Wang, Huan Song
Behavioral Sciences (2023) Vol. 13, Iss. 9, pp. 738-738
Open Access | Times Cited: 4
How school support and teacher perception affect teachers’ technology integration: A multilevel mediation model analysis
Weipeng Shen, Xiao‐Fan Lin, Thomas K. F. Chiu, et al.
Education and Information Technologies (2024)
Closed Access | Times Cited: 1
A Statewide Implementation of the Critical Features of Professional Development: Impact on Teacher Outcomes
Carla C. Johnson, Toni A. Sondergeld, Janet B. Walton
School Science and Mathematics (2017) Vol. 117, Iss. 7-8, pp. 341-349
Closed Access | Times Cited: 9
Does leadership make a difference in teacher learning: a contextual analysis of learning centered leadership in rural Thailand
Dhirapat Kulophas, Philip Hallinger
International Journal of Leadership in Education (2021), pp. 1-21
Closed Access | Times Cited: 7
THE LIVED EXPERIENCES OF WOMEN PRINCIPALS IN RURAL SECONDARY SCHOOLS REGARDING THEIR CAREER PATHWAYS
Oluwatoyin Ayodele Ajani, Azwidohwi Philip Kutame, Alan Bhekisisa Buthelezi
Deleted Journal (2022) Vol. 19, Iss. 7
Open Access | Times Cited: 5
Teacher Leadership and Teacher Professional Learning in Schools of Maldives
Ahmed Mohamed, Ahmad Zabidi Abdul Razak, Zuraidah Abdullah
Deleted Journal (2018) Vol. 2, Iss. 2, pp. 36-50
Open Access | Times Cited: 7
The Factors Affecting Teachers’ Readiness In Developing Science Concept Assessment Through Inquiry-Based Learning Process In Elementary Schools
A.A. Ketut Budiastra, Nia Erlina, Iwan Wicaksono
Advances in Social Sciences Research Journal (2019) Vol. 6, Iss. 9, pp. 355-366
Open Access | Times Cited: 7
Teacher Professional Development as a Catalyst for Faculty Development: The Case of a University in China
Michael Agyemang Adarkwah, Yohana Kifle Mekonen, Usama Kalim
Journal of Education and Training Studies (2021) Vol. 9, Iss. 5, pp. 1-1
Open Access | Times Cited: 6
Recent Middle Leadership Research in Secondary Schools in New Zealand: 2015–2022
Camilla Highfield, Rachel Woods
New Zealand Journal of Educational Studies (2023) Vol. 59, Iss. 1, pp. 93-108
Closed Access | Times Cited: 2
Skolledarskap i Sverige: en forskningsöversikt 2014–2018
Lars Norqvist, Pär Poromaa Isling
Nordic Studies in Education (2020) Vol. 40, Iss. 2, pp. 167-187
Open Access | Times Cited: 5
Empowering rural early childhood education through shared book reading and school-family-community partnerships
Peijing Qiao, Si Chen, Linhong Deng
Asia Pacific Journal of Education (2024), pp. 1-17
Open Access
Enhancing the effectiveness of teacher learning communities through WhatsApp group chat technology: Accounting teachers’ voices
Sylvester E. Oduro, Jabulisile Ngwenya, Thamsanqa Thulani Bhengu
South African Journal of Education (2024) Vol. 44, Iss. Supplement 1, pp. S1-S11
Open Access
School-Based Supervisory Practices and Teachers’ Job Effectiveness Using Bootstrapping in Covariance-Based Structural Equation Modelling
Valentine Joseph Owan, Abraham J. Johnson, Rosemary O. Osim, et al.
Cogent Education (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 1
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