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:

In their words: listening to teachers’ perceptions about stress in the workplace and how to address it
Annemaree Carroll, Libby Flynn, Emma Sanders-O’Connor, et al.
Asia-Pacific Journal of Teacher Education (2020) Vol. 49, Iss. 4, pp. 420-434
Closed Access | Times Cited: 37

Showing 26-50 of 37 citing articles:

Stress in Chinese teachers who teach the mathematically gifted: a qualitative perspective
Sunzhong Lv, Yijie He, Bin Xiong, et al.
Frontiers in Psychology (2024) Vol. 15
Open Access
Unraveling teacher stressors in Bhutan: a qualitative exploration of contributing elements
Tenzin Dorji
Frontiers in Education (2024) Vol. 9
Open Access
Exploring the Relationship Between Experiences of Violence and Subjective Wellbeing: A Cross-Sectional Survey Among School Teachers in Nyarugusu Refugee Camp in Tanzania
Caroline Chesang, Baptiste Leurent, Camilla Fabbri, et al.
Journal of Interpersonal Violence (2024)
Closed Access
Is Altruism be The Main Reason for Education Students to Become Teachers? With Gender and Culture as Moderating Variables
Nabilah Arrahmah, Mintasih Indriayu, Muhammad Sabandi
JPI (Jurnal Pendidikan Indonesia) (2024) Vol. 13, Iss. 2, pp. 219-225
Open Access
Prevalence of stress and its relevance on psychological well-being of the teaching profession: A scoping review
Shilpa Badrinath Bidi, Varalakshmi Alapati, Venisha Jenifer Dmello, et al.
F1000Research (2023) Vol. 12, pp. 424-424
Open Access
Professional Understanding of a Special Needs Educator: Roles, Expectations, and Implications
Victor Tan Chee Shien
European Journal of Teaching and Education (2023) Vol. 5, Iss. 2, pp. 80-109
Open Access
A moment for the teacher: The role of savoring in school teacher psychological adjustment to a highly stressful work event
Christina Samios, Leshay Wells, Jessica Hellyar
International Journal of School & Educational Psychology (2023) Vol. 11, Iss. 4, pp. 321-333
Closed Access
Bringing mindfulness to teacher professional development for social-emotional competence in teaching
Çetin Güler
i-manager’s Journal on Educational Psychology (2023) Vol. 17, Iss. 1, pp. 61-61
Closed Access
STORIES OF TEACHERS HOLDING MULTIPLE ROLES OUTSIDE TEACHING: CONSEQUENCES AND OPPORTUNITIES
Guada Cristy B. Toňacao, Elleine Rose A. Oliva
European Journal of Special Education Research (2023) Vol. 9, Iss. 3
Open Access
Influence Supervision Head School, Neighborhood Work and Motivation Work Against Teacher Performance
Mukhayanah Mukhayanah, Tri Joko Raharjo, Arief Yulianto
Jurnal Penelitian Pendidikan/Jurnal penelitian pendidikan (2023) Vol. 40, Iss. 2, pp. 50-55
Open Access
Stress Intensity and Exhaustion Among Infant and Toddler Teachers: Descriptive Analysis and Associations with Sources of Stress and Coping Strategy Use
Holly E. Brophy‐Herb, Ahnalee M. Brincks, Jody L. Cook, et al.
Early Education and Development (2022) Vol. 34, Iss. 7, pp. 1545-1564
Open Access
An ecological examination of the emotions of Chinese high school mathematics teachers in a long-term teaching improvement program
Peiyao Lei, Han Su, Wenqing Kong, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access
Previous Page - Page 2

Scroll to top