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:

Psychological states and working conditions buffer beginning teachers’ intention to leave the job
Debbie De Neve, Geert Devos
European Journal of Teacher Education (2016) Vol. 40, Iss. 1, pp. 6-27
Closed Access | Times Cited: 49

Showing 1-25 of 49 citing articles:

Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit
Daniel J. Madigan, Lisa E. Kim
Teaching and Teacher Education (2021) Vol. 105, pp. 103425-103425
Open Access | Times Cited: 370
‘Should I stay or should I go?’: unpacking teacher attrition/retention as an educational issue
Geert Kelchtermans
Teachers and Teaching (2017) Vol. 23, Iss. 8, pp. 961-977
Closed Access | Times Cited: 252
Aprender a ser docente sin estar en las aulas: la COVID-19 como amenaza al desarrollo profesional del futuro profesorado
Gustavo González‐Calvo, Raúl A. Barba-Martí­n, Daniel Bores‐García, et al.
International and Multidisciplinary Journal of Social Sciences (2020) Vol. 9, Iss. 2, pp. 152-177
Open Access | Times Cited: 75
What promotes teachers’ turnover intention? Evidence from a meta-analysis
Ruoxuan Li, Meilin Yao
Educational Research Review (2022) Vol. 37, pp. 100477-100477
Closed Access | Times Cited: 69
The (virtual) teaching of physical education in times of pandemic
Gustavo González‐Calvo, Raúl A. Barba-Martí­n, Daniel Bores‐García, et al.
European Physical Education Review (2021) Vol. 28, Iss. 1, pp. 205-224
Closed Access | Times Cited: 68
Transformational school leadership as a key factor for teachers’ job attitudes during their first year in the profession
Laura Thomas, Melissa Tuytens, Geert Devos, et al.
Educational Management Administration & Leadership (2018) Vol. 48, Iss. 1, pp. 106-132
Open Access | Times Cited: 64
What makes teachers stay? A cross-sectional exploration of the individual and contextual factors associated with teacher retention in Sweden.
Jeffrey Casely-Hayford, Christina Björklund, Gunnar Bergström, et al.
Teaching and Teacher Education (2022) Vol. 113, pp. 103664-103664
Open Access | Times Cited: 21
A meta-analysis of the antecedents of teacher turnover and retention
Hugh Gundlach, Gavin R. Slemp, John Hattie
Educational Research Review (2024) Vol. 44, pp. 100606-100606
Open Access | Times Cited: 4
Is well begun half done? A latent cross-lagged study of first-year teachers’ occupational commitment, vocational satisfaction, and teacher self-efficacy
Bing Li
Teaching and Teacher Education (2024) Vol. 154, pp. 104875-104875
Closed Access | Times Cited: 4
What facilitates a sense of belonging amongst Australian teachers?
Kelly‐Ann Allen, Fiona Longmuir, Megan G. Thorn, et al.
Australian Journal of Psychology (2025) Vol. 77, Iss. 1
Open Access
Feeling Undermined
Alba Vallés, Aina Franch, Marc Clarà
(2025), pp. 147-171
Closed Access
Teachers’ Personal Resources for Preventing Burnout in Disadvantaged Regions
Yiwen Zhang, Hoa Thi Mai Nguyen, Xuan Tho Pham
(2025), pp. 229-254
Closed Access
Short interims, long impact? A follow-up study on early career teachers' induction
S. Marent, Ann Deketelaere, Katri Jokikokko, et al.
Teaching and Teacher Education (2019) Vol. 88, pp. 102962-102962
Closed Access | Times Cited: 32
Changes over time in the professional identity tensions of Dutch early-career teachers
Harmen Schaap, Anna van der Want, Helma Oolbekkink-Marchand, et al.
Teaching and Teacher Education (2021) Vol. 100, pp. 103283-103283
Open Access | Times Cited: 23
Resources of emotional resilience and its mediating role in teachers’ well-being and intention to leave
Dalia Bagdžiūnienė, Aušra Kazlauskienė, Dalia Nasvytienė, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 8
Should I stay or should I go? The antecedents of turnover intention among police personnel
Fauzia Jabeen, Maryam Al Hashmi, Vinita Bajpai Mishra
Safer Communities (2020) Vol. 19, Iss. 1, pp. 1-14
Closed Access | Times Cited: 22
Teacher buoyancy: harnessing personal and contextual resources in the face of everyday challenges in early career teachers’ work
Sylvia Yee Fan Tang, Kit Yi Angel Wong, Dongyu Li, et al.
European Journal of Teacher Education (2022) Vol. 47, Iss. 3, pp. 430-448
Closed Access | Times Cited: 13
Novice teachers’ learning and knowledge building during the induction programme
Kairit Tammets, Kai Pata, Eve Eisenschmidt
European Journal of Teacher Education (2018) Vol. 42, Iss. 1, pp. 36-51
Closed Access | Times Cited: 17
Promoting Optimal Induction to Beginning Teachers Using Self-Determination Theory
Haya Kaplan
SAGE Open (2021) Vol. 11, Iss. 2
Open Access | Times Cited: 13
The unique effects of supporting beginning teachers’ psychological needs through learning communities and a teacher-mentor’s support: A longitudinal study based on self-determination theory
Haya Kaplan
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 9
The importance of an explicit, shared school vision for teacher commitment
Ester Moraal, Cor Suhre, Klaas van Veen
Teaching and Teacher Education (2023) Vol. 137, pp. 104387-104387
Open Access | Times Cited: 5
Centering Social Justice and Well-Being in FSL Teacher Identity Formation to Promote Long-Term Retention
Mimi Masson, Alaa Azan, Amanda Battistuzzi
in education (2024) Vol. 29, Iss. 2, pp. 54-77
Open Access | Times Cited: 1
Teacher shortages: a social justice perspective on an Australian teacher education policy
Martin Mills, Lisa van Leent, Terri Bourke, et al.
Teaching Education (2024), pp. 1-17
Open Access | Times Cited: 1
The Influence of Career Adaptability and Work Happiness on ICT Professionals' Intention to Leave
Safiah Omar
International Journal of Human Capital and Information Technology Professionals (2017) Vol. 9, Iss. 1, pp. 23-36
Closed Access | Times Cited: 12
A Learning Community of Beginning Teachers: A Systemic Intervention Based on Self-Determination Theory to Promote Autonomous Proactive Teachers
Haya Kaplan, Dafna Linker Govrin, Matty Mindlin
Creative Education (2021) Vol. 12, Iss. 11, pp. 2657-2686
Open Access | Times Cited: 9
Page 1 - Next Page

Scroll to top