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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 autonomy in the era of New Public Management
Ulf Lundström
Nordic Journal of Studies in Educational Policy (2015) Vol. 2015, Iss. 2, pp. 28144-28144
Open Access | Times Cited: 71

Showing 1-25 of 71 citing articles:

Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions
Katariina Räsänen, Janne Pietarinen, Kirsi Pyhältö, et al.
Social Psychology of Education (2020) Vol. 23, Iss. 4, pp. 837-859
Open Access | Times Cited: 127
Collective teacher innovativeness in 48 countries: Effects of teacher autonomy, collaborative culture, and professional learning
Dong Nguyen, Marcus Pietsch, Sedat Gümüş
Teaching and Teacher Education (2021) Vol. 106, pp. 103463-103463
Closed Access | Times Cited: 72
Reading for pleasure: scrutinising the evidence base – benefits, tensions and recommendations
Teresa Cremin, Laura Scholes
Language and Education (2024) Vol. 38, Iss. 4, pp. 537-559
Open Access | Times Cited: 9
Öğretmenlerin İş Güvencesizliği Algıları ile Özerklik Davranışları Arasındaki İlişkide Örgütsel Güç Mesafesi Algısının Aracı Rolü
Hatice Yıldırım, İbrahim Çolak, Yahya Altınkurt
MANAS Sosyal Araştırmalar Dergisi (2025) Vol. 14, Iss. 1, pp. 88-102
Open Access
Teacher autonomy in the age of performance-based accountability: A review based on teaching profession regulatory models (2017-2020)
Lluís Parcerisa, Antoni Verger, Marcel Pagès, et al.
Education Policy Analysis Archives (2022) Vol. 30
Open Access | Times Cited: 24
The Relationship Between Organizational Trust and Teacher Autonomy: The Mediating Role of Self‐Efficacy Beliefs
İbrahim Çolak
Psychology in the Schools (2025)
Open Access
Decision-making in Context: Swedish and Finnish Teachers’ Perceptions of Autonomy
David Paulsrud, Wieland Wermke
Scandinavian Journal of Educational Research (2019) Vol. 64, Iss. 5, pp. 706-727
Open Access | Times Cited: 34
Organisational routines – the interplay of legal standards and professional discretion
Eli Ottesen, Jorunn Møller
European Educational Research Journal (2016) Vol. 15, Iss. 4, pp. 428-446
Open Access | Times Cited: 31
Autonomy in education: theoretical and empirical approaches to a contested concept
Wieland Wermke, Maija Salokangas
Nordic Journal of Studies in Educational Policy (2015) Vol. 2015, Iss. 2, pp. 28841-28841
Open Access | Times Cited: 25
Teacher autonomy: Good for pupils? Good for teachers?
John Jerrim, Andrew Morgan, Sam Sims
British Educational Research Journal (2023) Vol. 49, Iss. 6, pp. 1187-1209
Open Access | Times Cited: 7
The mediator role of school climate in the relationship between instructional leadership behaviors of school principals and teacher autonomy
Ersin Eren AKGÖZ - Murat Gürkan GÜLCAN, Fatih Şahin, Onur Erdoğan
International Journal of Educational Management (2024) Vol. 38, Iss. 4, pp. 1142-1159
Closed Access | Times Cited: 2
‘Help!? My students created an evil AI’: on the irony of speculative methods and design fiction
Lina Rahm
Learning Media and Technology (2024), pp. 1-15
Open Access | Times Cited: 2
Changing paradigms: a historical analysis of school autonomy and accountability policies in Colombia
Tomás Esper
Nordic Journal of Studies in Educational Policy (2024), pp. 1-15
Open Access | Times Cited: 2
Examining the effects of a performance management reform on employee attitudes and organizational climate
Weijie Wang, Taek Kyu Kim
Public Management Review (2022) Vol. 25, Iss. 7, pp. 1385-1407
Closed Access | Times Cited: 11
Linking supportive school leadership and teacher resilience: The mediating role of job resources
Dalia Bagdžiūnienė, Aušra Kazlauskienė, Dalia Nasvytienė, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 10
Early childhood teachers’ relationship with the official curriculum: the mediating role of professional and policy contexts
Maria Birbili, Alexandra Myrovali
Education Inquiry (2019) Vol. 11, Iss. 2, pp. 110-125
Open Access | Times Cited: 16
Professional Autonomy of High School Teachers in Turkey: A Retrospective and Prospective Policy Analysis
Yusuf Canbolat
TED EĞİTİM VE BİLİM (2020)
Open Access | Times Cited: 14
Have the Welfare Professions Lost Autonomy? A Comparative Study of Doctors and Teachers
Paula Blomqvist, Ulrika Winblad
Journal of Social Policy (2022) Vol. 53, Iss. 1, pp. 64-85
Open Access | Times Cited: 9
From trust to control – the Swedish first teacher reform
Peter Erlandson, Mikael R. Karlsson
Teachers and Teaching (2017) Vol. 24, Iss. 1, pp. 22-36
Closed Access | Times Cited: 15
La proletarización del profesorado como efecto de las políticas neoliberales en educación
Guadalupe García Calvo, Teresa García Gómez, Rosa María Vázquez Recio
Revista Electrónica Interuniversitaria de Formación del Profesorado (2024) Vol. 27, Iss. 1, pp. 15-30
Open Access | Times Cited: 1
Fast delivery, on demand: how flexibility and individualization policy are enacted in Swedish municipal adult education
Diana Holmqvist, Per Andersson, Karolina Muhrman
Nordic Journal of Studies in Educational Policy (2024) Vol. 10, Iss. 1, pp. 60-72
Open Access | Times Cited: 1
Teachers in provisional schools for displaced students: Navigating challenges, autonomy, and responses
Nadav Marco, Tal Gilead, Nadav Ehrenfeld, et al.
Teaching and Teacher Education (2024) Vol. 154, pp. 104868-104868
Closed Access | Times Cited: 1
El impacto de una reforma: Limitación de la autonomía, estrechamiento de la libertad y erosión de la participación
Miriam Prieto Egido, Patricia Villamor Manero
Education Policy Analysis Archives (2018) Vol. 26, pp. 63-63
Open Access | Times Cited: 14
The Relationship between Teachers’ Structural and Psychological Empowerment and their Autonomy
Yılmaz İlker Yorulmaz, İbrahim Çolak, Aycan ÇİÇEK-SAĞLAM
Journal of Educational Sciences Research (2018) Vol. 8, Iss. 2, pp. 81-96
Closed Access | Times Cited: 14
The Norwegian Early Childhood Education and Care institution as a learning arena: autonomy and positioning of the pedagogic recontextualising field with the increase in state control of ECEC content
Mette Nygård
Nordic Journal of Studies in Educational Policy (2017) Vol. 3, Iss. 3, pp. 230-240
Open Access | Times Cited: 13
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