Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Bringing context out of the shadows of leadership
Philip Hallinger
Educational Management Administration & Leadership (2016) Vol. 46, Iss. 1, pp. 5-24
Open Access | Times Cited: 496

Showing 1-25 of 496 citing articles:

Seven strong claims about successful school leadership revisited
Kenneth Leithwood, Alma Harris, David Hopkins
School Leadership and Management (2019) Vol. 40, Iss. 1, pp. 5-22
Closed Access | Times Cited: 882
A Bibliometric Review of Research on Educational Administration: Science Mapping the Literature, 1960 to 2018
Philip Hallinger, Jasna Kovačević
Review of Educational Research (2019) Vol. 89, Iss. 3, pp. 335-369
Closed Access | Times Cited: 357
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: 266
A review of the empirical research on teacher leadership (2003–2017)
Dong Nguyen, Alma Harris, David Ng
Journal of Educational Administration (2019) Vol. 58, Iss. 1, pp. 60-80
Open Access | Times Cited: 207
Science Mapping of the Knowledge Base on Sustainable Leadership, 1990–2018
Philip Hallinger, Suparak Suriyankietkaew
Sustainability (2018) Vol. 10, Iss. 12, pp. 4846-4846
Open Access | Times Cited: 174
'Are principals instructional leaders yet?' A science map of the knowledge base on instructional leadership, 1940–2018
Philip Hallinger, Sedat Gümüş, Mehmet Şükrü Bellibaş
Scientometrics (2020) Vol. 122, Iss. 3, pp. 1629-1650
Closed Access | Times Cited: 170
The Practice and Contexts of Hub and District Leadership: New Directions in Research on Educational Improvement Networks
Donald J. Peurach, Elizabeth S. Jones, Megan Duff, et al.
Peabody Journal of Education (2025) Vol. 100, Iss. 1, pp. 117-132
Closed Access | Times Cited: 4
Contextual Factors and Their Impact on Ethical Leadership in Educational Settings
Eleftheria Argyropoulou, Elissavet Elizabeth Lintzerakou
Administrative Sciences (2025) Vol. 15, Iss. 1, pp. 23-23
Open Access | Times Cited: 2
Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China
Xin Zheng, Hongbiao Yin, Zhanglin Li
Educational Management Administration & Leadership (2018) Vol. 47, Iss. 6, pp. 843-859
Closed Access | Times Cited: 158
Science mapping the knowledge base on educational leadership and management from the emerging regions of Asia, Africa and Latin America, 1965–2018
Philip Hallinger
Educational Management Administration & Leadership (2019) Vol. 48, Iss. 2, pp. 209-230
Closed Access | Times Cited: 144
Unpacking the effects of culture on school leadership and teacher learning in China
Shengnan Liu, Philip Hallinger
Educational Management Administration & Leadership (2020) Vol. 49, Iss. 2, pp. 214-233
Closed Access | Times Cited: 119
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
Surfacing a hidden literature
Philip Hallinger
Educational Management Administration & Leadership (2017) Vol. 46, Iss. 3, pp. 362-384
Closed Access | Times Cited: 99
Systematic review of research on educational leadership and management in Latin America, 1991–2017
Felipe Aravena, Philip Hallinger
Educational Management Administration & Leadership (2017) Vol. 46, Iss. 2, pp. 207-225
Closed Access | Times Cited: 99
Bringing context and educational leadership together: fostering the professional development of school principals
Stefan Brauckmann-Sajkiewicz, Petros Pashiardis, Helene Ärlestig
Professional Development in Education (2020) Vol. 49, Iss. 1, pp. 4-15
Open Access | Times Cited: 88
Science mapping research on educational leadership and management in Turkey: a bibliometric review of international publications
Sedat Gümüş, Mehmet Şükrü Bellibaş, Emine Gümüş, et al.
School Leadership and Management (2019) Vol. 40, Iss. 1, pp. 23-44
Closed Access | Times Cited: 86
How transformational leadership influences teachers’ commitment and innovative practices: Understanding the moderating role of trust in principal
Ali̇ Çağatay Kılınç, Mahmut Polatcan, Gökhan Savaş, et al.
Educational Management Administration & Leadership (2022) Vol. 52, Iss. 2, pp. 455-474
Closed Access | Times Cited: 46
Impact of Principal Leadership Styles on Teacher Job Performance: An Empirical Investigation
Khalida Parveen, Phuc Quang Bao Tran, Tribhuwan Kumar, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 39
The context deficit in leadership research
Gary Johns
The Leadership Quarterly (2023) Vol. 35, Iss. 1, pp. 101755-101755
Closed Access | Times Cited: 30
Why context matters: a comparative perspective on education reform and policy implementation
Alma Harris, Michelle Jones
Educational Research for Policy and Practice (2018) Vol. 17, Iss. 3, pp. 195-207
Closed Access | Times Cited: 80
The Evolution of Leadership Research in Higher Education for Two Decades (1995-2014): A Bibliometric and Content Analysis
Murat Esen, Mehmet Şükrü Bellibaş, Sedat Gümüş
International Journal of Leadership in Education (2018) Vol. 23, Iss. 3, pp. 259-273
Closed Access | Times Cited: 76
On the Differential and Shared Effects of Leadership for Learning on Teachers’ Organizational Commitment and Job Satisfaction: A Multilevel Perspective
Marcus Pietsch, Pierre Tulowitzki, Tobias Koch
Educational Administration Quarterly (2018) Vol. 55, Iss. 5, pp. 705-741
Closed Access | Times Cited: 60
School middle leaders as instructional leaders: building the knowledge base of instruction-oriented middle leadership
Jian Tang, Darren Anthony Bryant, Allan Walker
Journal of Educational Administration (2022) Vol. 60, Iss. 5, pp. 511-526
Open Access | Times Cited: 31
Performance of Academic Staff during COVID-19 Pandemic-Induced Work Transformations: An IPO Model for Stress Management
Muhammad Shoaib, Ayesha Nawal, Renata Korsakienė, et al.
Economies (2022) Vol. 10, Iss. 2, pp. 51-51
Open Access | Times Cited: 30
The impact of transformational leadership on teachers' job burnout: the mediating role of social-emotional competence and student-teacher relationship
Jin Tian, Wanying Zhang, Yaqing Mao, et al.
Journal of Educational Administration (2022) Vol. 60, Iss. 4, pp. 369-385
Closed Access | Times Cited: 28
Page 1 - Next Page

Scroll to top