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OpenAlex Citation Counts

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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:

Job-Related Stress Threatens the Teacher Supply: Key Findings from the 2021 State of the U.S. Teacher Survey
Elizabeth D. Steiner, Ashley Woo
RAND Corporation eBooks (2021)
Closed Access | Times Cited: 104

Showing 1-25 of 104 citing articles:

Understanding How Covid-19 Has Changed Teachers’ Chances of Remaining in the Classroom
Gema Zamarro, Andrew Camp, Dillon Fuchsman, et al.
SSRN Electronic Journal (2022)
Closed Access | Times Cited: 68
Why teachers are leaving and what we can do about it
David T. Marshall, Tim Pressley, Natalie M. Neugebauer, et al.
Phi Delta Kappan (2022) Vol. 104, Iss. 1, pp. 6-11
Closed Access | Times Cited: 43
Intervention Programs Targeting the Mental Health, Professional Burnout, and/or Wellbeing of School Teachers: Systematic Review and Meta-Analyses
Joanne R Beames, Samantha Spanos, Anna Roberts, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 1
Open Access | Times Cited: 25
Teachers' self-efficacy and perceptions of school climate are uniquely associated with students' externalizing and internalizing behavior problems
Jenna E. Finch, Kimia Akhavein, Irina Patwardhan, et al.
Journal of Applied Developmental Psychology (2023) Vol. 85, pp. 101512-101512
Open Access | Times Cited: 21
Teachers’ dissatisfaction during the COVID-19 pandemic: Factors contributing to a desire to leave the profession
Amreen Gillani, Rhodri Dierst-Davies, Sarah Lee, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 28
The Perceived Effects of the Onset of the COVID-19 Pandemic: A Focus on Educators’ Perceptions of the Negative Effects on Educator Stress and Student Well-Being
Catherine P. Bradshaw, Joseph M. Kush, Summer S. Braun, et al.
School Psychology Review (2023) Vol. 53, Iss. 1, pp. 82-95
Closed Access | Times Cited: 19
Understanding teacher burnout following COVID-19
Tim Pressley, David T. Marshall, Teanna Moore
Teacher Development (2024) Vol. 28, Iss. 4, pp. 553-568
Open Access | Times Cited: 5
How nature-based learning impacts teachers: Discoveries for well-being in and with the project EXPLORE community
Jennifer Knight, Callie Schultz, Paul Stonehouse, et al.
Interdisciplinary Journal of Environmental and Science Education (2025) Vol. 21, Iss. 1, pp. e2505-e2505
Closed Access
“How did you love me so fast?”: Co-creating Conditions for Educator SEL and Well-being
Dena N. Simmons, Miriam Miller, Shauna L. Tominey
Social and Emotional Learning Research Practice and Policy (2025), pp. 100077-100077
Open Access
Emotional labor as teaching expertise: reflective practices for teacher professional development workshops
Mandie Bevels Dunn, Kristabel Stark, Dulcey Bishop Hunter
Reflective Practice (2025), pp. 1-15
Closed Access
District Pandemic Policies and Teachers’ Perceptions of Their Working Conditions in Virginia
Luke C. Miller, Erica Sachs Langerhans
Teachers College Record The Voice of Scholarship in Education (2025)
Closed Access
Who will burn out, and who will leave? Demographic predictors of burnout and intent to quit in world language teachers
Jessica McConnell
Language Teaching Research (2025)
Closed Access
A Dry Pipeline: CMO Teacher Hiring in an Uncertain Teacher Labor Market
Matthew S. McCluskey
Leadership and Policy in Schools (2024), pp. 1-22
Open Access | Times Cited: 4
Secondary trauma, burnout, and teacher self‐care during COVID19: A mixed‐methods case study
Deborah McMakin, Amy Ballin, Diana Fullerton
Psychology in the Schools (2022) Vol. 60, Iss. 5, pp. 1442-1458
Open Access | Times Cited: 21
Burned-Out: Middle School Teachers After One Year of Online Remote Teaching During COVID-19
Tony Gutentag, Christa S. C. Asterhan
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 20
Educator burnout in the age of COVID-19: A mediation analysis of perceived stressors, work sense of coherence, and sociodemographic characteristics
Sara C. McDaniel, Duhita Mahatmya, Allison L. Bruhn
Teaching and Teacher Education (2023) Vol. 137, pp. 104384-104384
Closed Access | Times Cited: 11
Teacher Well-Being and Intentions to Leave: Findings from the 2023 State of the American Teacher Survey
Sy Doan, Elizabeth D. Steiner, Rakesh Pandey, et al.
RAND Corporation eBooks (2023)
Open Access | Times Cited: 10
Social and emotional competencies predict pre-service teachers’ occupational health and personal well-being
Summer S. Braun, Alison Hooper
Teaching and Teacher Education (2024) Vol. 147, pp. 104654-104654
Open Access | Times Cited: 3
Ceilings Made of Glass and Leaving En Masse? Examining Superintendent Gender Gaps and Turnover Over Time Across the United States
Rachel S. White
Educational Researcher (2023) Vol. 52, Iss. 5, pp. 272-285
Closed Access | Times Cited: 9
Principals’ emotions in school improvement: the role of people, practices, policies, and patterns
Vicki Park, Amanda Datnow
School Leadership and Management (2022) Vol. 42, Iss. 3, pp. 256-274
Closed Access | Times Cited: 14
What Happened to the K–12 Education Labor Market During COVID? The Acute Need for Better Data Systems
Joshua F. Bleiberg, Matthew A. Kraft
Education Finance and Policy (2022) Vol. 18, Iss. 1, pp. 156-172
Open Access | Times Cited: 13
Leave Like a Champion: Teacher Embeddedness and Turnover at an Urban “No-Excuses” Charter Management Organization
Matthew S. McCluskey
Journal of Education (2023) Vol. 204, Iss. 3, pp. 576-594
Open Access | Times Cited: 7
Voices on the Margins
Yenda Prado, Mark Warschauer
The MIT Press eBooks (2024)
Closed Access | Times Cited: 2
Impact of phased COVID-19 vaccine rollout on anxiety and depression among US adult population, January 2019–February 2023: a population-based interrupted time series analysis
Yusen Zhai, Menghao Fan, Baocheng Geng, et al.
The Lancet Regional Health - Americas (2024) Vol. 37, pp. 100852-100852
Closed Access | Times Cited: 2
Transformation of Teaching through Co-Teaching and Innovative Methods
Zuzana Svobodová, Kriz Jaroslav, Jaroslav Veteška
Acta Educationis Generalis (2024) Vol. 14, Iss. 3, pp. 41-55
Open Access | Times Cited: 2
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