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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:

Understanding the link between professional learning communities and teacher collective efficacy
Robert H. Voelkel, Janet H. Chrispeels
School Effectiveness and School Improvement (2017) Vol. 28, Iss. 4, pp. 505-526
Closed Access | Times Cited: 164

Showing 26-50 of 164 citing articles:

An increase in educator expectations of student character growth during participation in a community of practice
Daniel Mucinskas, Shelby Clark, Lynn Barendsen, et al.
Frontiers in Education (2025) Vol. 10
Open Access
Building Bridges to Wellbeing
Mark Glenn Bunten
IGI Global eBooks (2025), pp. 209-242
Closed Access
Examining Gender Differences in Teachers’ Use of Facebook: Looking to Eliminate Gender Gaps in Teacher Professional Development
Sitti Maesuri Patahuddin
Advances in mathematics education (2025), pp. 247-267
Closed Access
The global teaching profession: how treating teachers as knowledge workers improves the esteem of the teaching profession
Heather E. Price, Kristen Weatherby
School Effectiveness and School Improvement (2017) Vol. 29, Iss. 1, pp. 113-149
Open Access | Times Cited: 39
Motivational Aspects of Teacher Collaboration
Nina Kolleck
Frontiers in Education (2019) Vol. 4
Open Access | Times Cited: 33
Inclusive school leadership: Examining the experiences of Canadian school principals in supporting students with special education needs
Steve Sider, Kimberly Maich, Jhonel Morvan, et al.
Journal of Research in Special Educational Needs (2021) Vol. 21, Iss. 3, pp. 233-241
Open Access | Times Cited: 25
Relationship between Principal Leadership Style and Student Achievement: A Comparative Study between Germany and China
Chen Dan, Bo Ning, Wilfried Bos
SAGE Open (2022) Vol. 12, Iss. 2
Open Access | Times Cited: 17
Effects of professional learning communities on teacher collaboration, feedback provision, job satisfaction and self-efficacy: Evidence from Korean PISA 2018 data
Hawon Yoo, Jaehong Jang
Compare A Journal of Comparative and International Education (2022) Vol. 53, Iss. 8, pp. 1355-1372
Closed Access | Times Cited: 16
Teacher leadership in professional learning communities in early childhood education: A Chinese perspective
Mo Wang, Limin Zhang
Educational Management Administration & Leadership (2024)
Closed Access | Times Cited: 3
Examining the influence of Economics teachers’ engagement in professional learning communities on teaching self-efficacy: a structural equation modelling approach
Mumuni Baba Yidana, Bernard Yaw Sekyi Acquah
Cogent Social Sciences (2024) Vol. 10, Iss. 1
Open Access | Times Cited: 3
Organizational climate of kindergartens and teacher professional learning: mediating effect of teachers’ collective efficacy and moderating effect of mindfulness in teaching
Shuang Hao, Dongqing Yu, Lisha Fu
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 3
Professional learning communities and their impact on teacher performance: Empirical evidence from public primary schools in Guiyang
Al-Amin Mydin, Yi Xia, Yihong Long
Teaching and Teacher Education (2024) Vol. 148, pp. 104715-104715
Closed Access | Times Cited: 3
Impact of school leadership on teacher professional collaboration: evidence from multilevel analysis of Taiwan TALIS 2018
Chuan‐Chung Hsieh, Yu-Ran Chen, Hui‐Chieh Li
Journal of Professional Capital and Community (2023) Vol. 9, Iss. 1, pp. 1-18
Open Access | Times Cited: 8
The emergence of professional learning networks in Spain
Cecilia María Azorín Abellán
Journal of Professional Capital and Community (2018) Vol. 4, Iss. 1, pp. 36-51
Closed Access | Times Cited: 25
Professional Development for Equity: What Constitutes Powerful Professional Learning?
Dorinda J. Carter Andrews, Gail Richmond
Journal of Teacher Education (2019) Vol. 70, Iss. 5, pp. 408-409
Open Access | Times Cited: 25
Opening the black box: How professional learning communities, collective teacher efficacy, and cognitive activation affect students’ mathematics achievement in schools
Shengnan Liu, Hongbiao Yin
Teaching and Teacher Education (2023) Vol. 139, pp. 104443-104443
Closed Access | Times Cited: 7
Redes de colaboración en educación. Evidencias recogidas en escuelas de Southampton
Cecilia María Azorín Abellán, Daniël Muijs
Profesorado Revista de Currículum y Formación del Profesorado (2018) Vol. 22, Iss. 2, pp. 7-27
Open Access | Times Cited: 22
The Power of School Conditions: Individual, Relational, and Organizational Influences on Educator Wellbeing
Rachel Cann, Claire Sinnema, Alan J. Daly, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 12
The effect of teacher trust in colleagues on collective teacher efficacy: Examining the mediating role of the characteristics of professional learning communities
Stefan Ninković, Olivera Knežević Florić, Dejan Đorđić
Teaching and Teacher Education (2022) Vol. 119, pp. 103877-103877
Closed Access | Times Cited: 12
Scarcity mindset among schoolteachers: how resource scarcity negatively impacts teachers’ cognition and behaviors
Leif Denti, Erik Sturén, Lars‐Olof Johansson
Frontiers in Psychology (2024) Vol. 14
Open Access | Times Cited: 2
Effective Principal Leadership Behaviors That Enhance Teacher Collective Efficacy
Robert H. Voelkel, Kyla J. Prusak, Frances van Tassell
Education Sciences (2024) Vol. 14, Iss. 4, pp. 431-431
Open Access | Times Cited: 2
The Roles of Collective Teacher Efficacy and Commitment in the Relationship Between Turkish Language Teachers’ Job Satisfaction and School Principal Distributed Leadership
K. Kaya, Onur Erdoğan, Yılmaz Yeşil, et al.
SAGE Open (2024) Vol. 14, Iss. 3
Open Access | Times Cited: 2
Welche individuellen und institutionellen Faktoren begünstigen die Kooperation von Grundschullehrkräften?
Eva Kalinowski, Anne Jurczok, Andrea Westphal, et al.
Zeitschrift für Erziehungswissenschaft (2022) Vol. 25, Iss. 4, pp. 999-1029
Open Access | Times Cited: 10
Characteristics of research into professional learning across professions: A mapping review
Vivienne Baumfield, Alison Bethel, Aimee Dowek, et al.
Review of Education (2023) Vol. 11, Iss. 2
Open Access | Times Cited: 6
THE EFFECT OF PROFESSIONAL LEARNING COMMUNITY MEDIATORS ON TRUST AND SELF-EFFICACY OF ISLAMIC EDUCATION TEACHERS IN MALAYSIA
Haswani Dzul Dzul, Zaharah Hussin, Abdul Muhsien Sulaiman
Malaysian Journal of Learning and Instruction (2023) Vol. 20
Open Access | Times Cited: 5

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