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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:

Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout
Fani Lauermann, Johannes König
Learning and Instruction (2016) Vol. 45, pp. 9-19
Closed Access | Times Cited: 305

Showing 1-25 of 305 citing articles:

Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany
Johannes König, Daniela Jäger-Biela, Nina Glutsch
European Journal of Teacher Education (2020) Vol. 43, Iss. 4, pp. 608-622
Open Access | Times Cited: 1227
Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling
Irena Burić, Lisa E. Kim
Learning and Instruction (2020) Vol. 66, pp. 101302-101302
Open Access | Times Cited: 242
Emergency education effects on teacher abilities and motivation to use digital technologies
Marc Beardsley, Laia Albó, Pablo Aragón, et al.
British Journal of Educational Technology (2021) Vol. 52, Iss. 4, pp. 1455-1477
Open Access | Times Cited: 168
Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans
Iris Backfisch, Andreas Lachner, Christoff Hische, et al.
Learning and Instruction (2019) Vol. 66, pp. 101300-101300
Open Access | Times Cited: 158
Examining the Predictors of Resilience and Work Engagement during the COVID-19 Pandemic
Adedapo Oluwaseyi Ojo, Olawole Fawehinmi, Mohd Yusoff Yusliza
Sustainability (2021) Vol. 13, Iss. 5, pp. 2902-2902
Open Access | Times Cited: 155
Variability of teachers’ technology integration in the classroom: A matter of utility!
Iris Backfisch, Andreas Lachner, Kathleen Stürmer, et al.
Computers & Education (2021) Vol. 166, pp. 104159-104159
Open Access | Times Cited: 147
Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study
Andreas Lachner, Armin Fabian, Ulrike Franke, et al.
Computers & Education (2021) Vol. 174, pp. 104304-104304
Closed Access | Times Cited: 120
Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study
Charlotte Dignath, Sara E. Rimm‐Kaufman, Reyn van Ewijk, et al.
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2609-2660
Open Access | Times Cited: 79
The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: a mediation model
Shanshan Li
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 59
General pedagogical knowledge, self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education
Fien Depaepe, Johannes König
Teaching and Teacher Education (2017) Vol. 69, pp. 177-190
Closed Access | Times Cited: 152
Profiles of middle school teacher stress and coping: Concurrent and prospective correlates
Keith C. Herman, Sara L. Prewett, Colleen L. Eddy, et al.
Journal of School Psychology (2019) Vol. 78, pp. 54-68
Closed Access | Times Cited: 132
Burnout among school teachers: quantitative and qualitative results from a follow-up study in southern Sweden
Inger Arvidsson, Ulf Leo, Anna Larsson, et al.
BMC Public Health (2019) Vol. 19, Iss. 1
Open Access | Times Cited: 118
Burnout, depression, efficacy beliefs, and work-related variables among school teachers
Vincenza Capone, Mohsen Joshanloo, Miriam Sang‐Ah Park
International Journal of Educational Research (2019) Vol. 95, pp. 97-108
Open Access | Times Cited: 109
Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career
Rebecca Lazarides, Helen M. G. Watt, Paul Richardson
Learning and Instruction (2020) Vol. 69, pp. 101346-101346
Closed Access | Times Cited: 105
Teacher Stress and Students’ School Well-being: the Case of Upper Secondary Schools in Stockholm
Joacim Ramberg, Sara Brolin Låftman, Torbjörn Åkerstedt, et al.
Scandinavian Journal of Educational Research (2019) Vol. 64, Iss. 6, pp. 816-830
Open Access | Times Cited: 101
Effects of opportunities to learn in teacher preparation on future teachers’ general pedagogical knowledge: Analyzing program characteristics and outcomes
Johannes König, Rudy Ligtvoet, Stefan Klemenz, et al.
Studies In Educational Evaluation (2017) Vol. 53, pp. 122-133
Open Access | Times Cited: 97
Teacher wellbeing and resilience: towards an integrative model
Tina Hascher, Susan Beltman, Caroline Mansfield
Educational Research (2021) Vol. 63, Iss. 4, pp. 416-439
Open Access | Times Cited: 97
The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom
Johannes König, Sigrid Blömeke, Armin Jentsch, et al.
Educational Studies in Mathematics (2021) Vol. 107, Iss. 1, pp. 189-212
Open Access | Times Cited: 95
Linking teacher self-efficacy and responsibility with teachers’ self-reported and student-reported motivating styles and student engagement
Fani Lauermann, Jean‐Louis Berger
Learning and Instruction (2021) Vol. 76, pp. 101441-101441
Closed Access | Times Cited: 88
The Impact of Teacher Competence in Online Teaching on Perceived Online Learning Outcomes during the COVID-19 Outbreak: A Moderated-Mediation Model of Teacher Resilience and Age
Yue Liu, Li Zhao, Yu-Sheng Su
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 10, pp. 6282-6282
Open Access | Times Cited: 60
Australian teacher stress, well‐being, self‐efficacy, and safety during the COVID‐19 pandemic
Paulina Billett, Kristina Turner, Xia Li
Psychology in the Schools (2022) Vol. 60, Iss. 5, pp. 1394-1414
Open Access | Times Cited: 47
Promoting the AI teaching competency of K-12 computer science teachers: A TPACK-based professional development approach
Junmei Sun, Hongliang Ma, Y. Zeng, et al.
Education and Information Technologies (2022) Vol. 28, Iss. 2, pp. 1509-1533
Closed Access | Times Cited: 43
“Yes, I Can!” A Systematic Review and Meta-Analysis of Intervention Studies Promoting Teacher Self-Efficacy
Janina Täschner, Theresa Dicke, Sarah Reinhold, et al.
Review of Educational Research (2024) Vol. 95, Iss. 1, pp. 3-52
Open Access | Times Cited: 13
Changes in beginning teachers’ classroom management knowledge and emotional exhaustion during the induction phase
Thamar Voss, Wolfgang Wagner, Uta Klusmann, et al.
Contemporary Educational Psychology (2017) Vol. 51, pp. 170-184
Closed Access | Times Cited: 80
Teachers’ Emotions and Self-Efficacy: A Test of Reciprocal Relations
Irena Burić, Ana Slišković, Izabela Sorić
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 67
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