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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:

Changing classroom practices: the role of school-wide capacity for sustainable improvement
Peter Sleegers, Eric E.J. Thoonen, Frans J. Oort, et al.
Journal of Educational Administration (2014) Vol. 52, Iss. 5, pp. 617-652
Open Access | Times Cited: 81

Showing 1-25 of 81 citing articles:

Supporting the professional learning of teachers in China: Does principal leadership make a difference?
Shengnan Liu, Philip Hallinger, Daming Feng
Teaching and Teacher Education (2016) Vol. 59, pp. 79-91
Closed Access | Times Cited: 181
Mapping a strong school culture and linking it to sustainable school improvement
Moosung Lee, Karen Seashore Louis
Teaching and Teacher Education (2019) Vol. 81, pp. 84-96
Closed Access | Times Cited: 145
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
Leadership and teacher learning in urban and rural schools in China: Meeting the dual challenges of equity and effectiveness
Philip Hallinger, Shangnan Liu
International Journal of Educational Development (2016) Vol. 51, pp. 163-173
Closed Access | Times Cited: 93
Does school leadership matter for teachers’ classroom practice? The influence of instructional leadership and distributed leadership on instructional quality
Mehmet Şükrü Bellibaş, Sedat Gümüş, Liu Yan
School Effectiveness and School Improvement (2020) Vol. 32, Iss. 3, pp. 387-412
Closed Access | Times Cited: 88
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
The evolving knowledge base on leadership and teacher professional learning: a bibliometric analysis of the literature, 1960-2018
Philip Hallinger, Dhirapat Kulophas
Professional Development in Education (2019) Vol. 46, Iss. 4, pp. 521-540
Closed Access | Times Cited: 83
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
Practices of Professional Learning Communities
Markku Antinluoma, Liisa Ilomäki, Auli Toom
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 45
Empowering teacher leadership: a cross-country study
Clelia Pineda Báez, Cheryl Bauman, Dorothy Andrews
International Journal of Leadership in Education (2019) Vol. 23, Iss. 4, pp. 388-414
Closed Access | Times Cited: 43
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
Instructional leadership and student achievement across UAE schools: Mediating role of professional development and cognitive activation in teaching
Mehmet Şükrü Bellibaş, Mahmut Polatcan, Khadeegha Alzouebi
Educational Management Administration & Leadership (2025)
Closed Access
Teacher collaboration to elevate student achievement?
Andrea Wullschleger, Katharina Maag Merki, Urs Grob, et al.
Learning and Instruction (2025) Vol. 97, pp. 102104-102104
Open Access
Building school capacity in a Lebanese private school: the TAMAM project experience
Rayan Katerji, Rima Karami-Akkary
Journal of Educational Administration (2025)
Closed Access
Revisiting instructional and transformational leadership
Marit Aas, Christian Brandmo
Journal of Educational Administration (2016) Vol. 54, Iss. 1, pp. 92-110
Closed Access | Times Cited: 43
The heart of school improvement: a multi-site case study of leadership for teacher learning in Vietnam
Ngọc Hải Trần, Philip Hallinger, Thang Dinh Truong
School Leadership and Management (2017) Vol. 38, Iss. 1, pp. 80-101
Open Access | Times Cited: 42
Promoting VET teachers’ individual and social learning activities: the empowering and purposeful role of transformational leadership, interdependence, and self-efficacy
Arnoud Oude Groote Beverborg, Peter Sleegers, Klaas van Veen
Empirical research in vocational education and training (2015) Vol. 7, Iss. 1
Open Access | Times Cited: 41
Exploring the effects of authentic leadership on academic optimism and teacher engagement in Thailand
Dhirapat Kulophas, Philip Hallinger, Auyporn Ruengtrakul, et al.
International Journal of Educational Management (2018) Vol. 32, Iss. 1, pp. 27-45
Closed Access | Times Cited: 39
Teachers involved in school improvement: Analyzing mediating mechanisms of teachers’ boundary-crossing activities between leadership perception and teacher involvement
Beat Rechsteiner, Miriam Compagnoni, Andrea Wullschleger, et al.
Teaching and Teacher Education (2022) Vol. 116, pp. 103774-103774
Open Access | Times Cited: 19
Towards Sustaining Levels of Reflective Learning: How Do Transformational Leadership, Task Interdependence, and Self-Efficacy Shape Teacher Learning in Schools?
Arnoud Oude Groote Beverborg, Peter Sleegers, Maaike Endedijk, et al.
Societies (2015) Vol. 5, Iss. 1, pp. 187-219
Open Access | Times Cited: 35
Curriculum coherence as perceived by district‐level stakeholders in large‐scale national curriculum reform in Finland
Jenni Sullanmaa, Kirsi Pyhältö, Janne Pietarinen, et al.
The Curriculum Journal (2019) Vol. 30, Iss. 3, pp. 244-263
Closed Access | Times Cited: 32
Workplace conditions created by principals for their teachers’ professional development in Vietnam
Ngọc Hải Trần, Chinh Duc Nguyen, Gia-Viet Nguyen, et al.
International Journal of Leadership in Education (2020) Vol. 25, Iss. 2, pp. 238-257
Open Access | Times Cited: 31
Same Same But Different? Analysen zur Struktur kollegialer Kooperation unter Lehrkräften im Kontext von Schul- und Unterrichtsentwicklung
Ulrike Hartmann, Dirk Richter, Cornelia Gräsel
Unterrichtswissenschaft (2020) Vol. 49, Iss. 3, pp. 325-344
Open Access | Times Cited: 27
Successfully sustaining sex and gender issues in undergraduate medical education: a case study
Francisca van der Meulen, Cornelia Fluit, Mieke Albers, et al.
Advances in Health Sciences Education (2017) Vol. 22, Iss. 5, pp. 1057-1070
Open Access | Times Cited: 31
Principal Instructional Leadership
Philip Hallinger
(2018), pp. 505-528
Closed Access | Times Cited: 31
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