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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:

Learning-centered leadership and teacher learning in China: does trust matter?
Shengnan Liu, Philip Hallinger, Daming Feng
Journal of Educational Administration (2016) Vol. 54, Iss. 6, pp. 661-682
Closed Access | Times Cited: 87

Showing 1-25 of 87 citing articles:

Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model
Shengnan Liu, Philip Hallinger
Educational Administration Quarterly (2018) Vol. 54, Iss. 4, pp. 501-528
Closed Access | Times Cited: 264
Does principal leadership make a difference in teacher professional learning? A comparative study China and Thailand
Philip Hallinger, Shengnan Liu, Patnaree Piyaman
Compare A Journal of Comparative and International Education (2017) Vol. 49, Iss. 3, pp. 341-357
Closed Access | Times Cited: 113
Principal leadership and teacher professional learning in Turkish schools: examining the mediating effects of collective teacher efficacy and teacher trust
Mehmet Fatih Karacabey, Mehmet Şükrü Bellibaş, Donnie Adams
Educational Studies (2020) Vol. 48, Iss. 2, pp. 253-272
Closed Access | Times Cited: 101
Emotional intelligence can make a difference: The impact of principals’ emotional intelligence on teaching strategy mediated by instructional leadership
Junjun Chen, Wei Guo
Educational Management Administration & Leadership (2018) Vol. 48, Iss. 1, pp. 82-105
Closed Access | Times Cited: 92
Assessing the contribution of principal instructional leadership and collective teacher efficacy to teacher commitment in Oman
Yasser F. Hendawy Al-Mahdy, Mahmoud Mohamed Emam, Philip Hallinger
Teaching and Teacher Education (2017) Vol. 69, pp. 191-201
Closed Access | Times Cited: 87
Social interaction and the formation of residents′ low-carbon consumption behaviors: An embeddedness perspective
Jianhua Yin, Shaoqing Shi
Resources Conservation and Recycling (2020) Vol. 164, pp. 105116-105116
Closed Access | Times Cited: 85
Teachers’ professional development in school: A review study
May Britt Postholm
Cogent Education (2018) Vol. 5, Iss. 1, pp. 1522781-1522781
Open Access | Times Cited: 73
Addressing the achievement gap
Patnaree Piyaman, Philip Hallinger, Pongsin Viseshsiri
Journal of Educational Administration (2017) Vol. 55, Iss. 6, pp. 717-734
Closed Access | Times Cited: 67
Professional learning communities count: Examining the relationship between faculty trust and teacher professional learning in Hong Kong kindergartens
Hongbiao Yin, Ken Hang To, Chrysa Pui Chi Keung, et al.
Teaching and Teacher Education (2019) Vol. 82, pp. 153-163
Closed Access | Times Cited: 61
Leading learning in Asia – emerging empirical insights from five societies
Philip Hallinger, Allan Walker
Journal of Educational Administration (2017) Vol. 55, Iss. 2, pp. 130-146
Closed Access | Times Cited: 58
The role of teachers’ self-efficacy between trust and organisational citizenship behaviour among secondary school teachers
Yuen Onn Choong, Lee-Peng Ng, Ai Na Seow, et al.
Personnel Review (2019) Vol. 49, Iss. 3, pp. 864-886
Closed Access | Times Cited: 47
Principals supporting teacher leadership: The effects of learning‐centred leadership on teacher leadership practices with the mediating role of teacher agency
Mehmet Şükrü Bellibaş, Sedat Gümüş, Ali̇ Çağatay Kılınç
European Journal of Education (2020) Vol. 55, Iss. 2, pp. 200-216
Closed Access | Times Cited: 41
The Impact of Academic Optimism, Institutional Policy and Support, and Self-Efficacy on University Instructors’ Continuous Professional Development in Mainland China
Timothy Scott, Wenyu Guan, Huimin Han, et al.
SAGE Open (2023) Vol. 13, Iss. 1
Open Access | Times Cited: 14
Sowing seeds of flourishing: the mediating role of trust in the impact of resilience on school principals across career stages
Dongqing Yu, Junjun Chen, Masoumeh Kouhsari
Journal of Educational Administration (2025) Vol. 63, Iss. 1, pp. 94-108
Closed Access
The Relationship Between Organizational Trust and Teacher Autonomy: The Mediating Role of Self‐Efficacy Beliefs
İbrahim Çolak
Psychology in the Schools (2025)
Open Access
Teachers’ careers following a secondment to a teacher education support service: post-secondment experiences when coming ‘home’ or going to ‘pastures new’
Ciara O’Donnell
Irish Educational Studies (2025), pp. 1-23
Open Access
A cultural lens to school leadership effects on teacher instructional practices: The mediation of teacher collective efficacy and the moderation of uncertainty avoidance
Servet Özdemir, Ferudun Sezgin, Ali̇ Çağatay Kılınç, et al.
Educational Management Administration & Leadership (2023), pp. 174114322311775-174114322311775
Closed Access | Times Cited: 11
Assessing the antecedents and consequences of teacher leadership: a partial least squares analysis
Ziyi Ding, Lei Mee Thien
International Journal of Leadership in Education (2022), pp. 1-23
Closed Access | Times Cited: 16
Organizational climate of kindergartens and teacher professional learning: mediating effect of teachers’ collective efficacy and moderating effect of mindfulness in teaching
Shuang Hao, Dongqing Yu, Lisha Fu
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 3
Seeking sustainable ways for school development: teachers’ and principals’ views regarding teacher leadership
Piret Oppi, Eve Eisenschmidt, Mihaela Stîngu
International Journal of Leadership in Education (2020) Vol. 26, Iss. 4, pp. 581-603
Closed Access | Times Cited: 25
The relationship between principal leadership and teacher practice: Exploring the mediating effect of teachers’ beliefs and professional learning
Emre Er
Educational Studies (2021) Vol. 50, Iss. 2, pp. 166-185
Closed Access | Times Cited: 20
Leadership that matters: creating cultures of academic optimism that support teacher learning in Thailand
Dhirapat Kulophas, Philip Hallinger
Journal of Educational Administration (2020) Vol. 58, Iss. 6, pp. 605-627
Closed Access | Times Cited: 23
Instructional leadership, power distance, teacher enthusiasm, and differentiated instruction in Turkey: testing a multilevel moderated mediation model
Nedim Özdemir, Ali̇ Çağatay Kılınç, Selçuk Turan
Asia Pacific Journal of Education (2022) Vol. 43, Iss. 3, pp. 912-928
Closed Access | Times Cited: 13
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
Learning-centred leadership and change in teacher practice in Turkey: exploring the mediating effects of collaboration
Ali̇ Çağatay Kılınç, Mehmet Şükrü Bellibaş, Mahmut Polatcan
Educational Studies (2020) Vol. 48, Iss. 6, pp. 790-808
Closed Access | Times Cited: 19
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