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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:

Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education
Akie Yada, Markku Leskinen, Hannu Savolainen, et al.
Teaching and Teacher Education (2021) Vol. 109, pp. 103521-103521
Open Access | Times Cited: 94

Showing 1-25 of 94 citing articles:

Factors influencing teacher self-efficacy for inclusive education: A systematic literature review
Emma Wray, Umesh Sharma, Pearl Subban
Teaching and Teacher Education (2022) Vol. 117, pp. 103800-103800
Closed Access | Times Cited: 110
Exploring the role of teachers’ attitudes towards inclusive education, their self-efficacy, and collective efficacy in behaviour management in teacher behaviour
İpek GÜLSÜN, Olli-Pekka Malinen, Akie Yada, et al.
Teaching and Teacher Education (2023) Vol. 132, pp. 104228-104228
Open Access | Times Cited: 25
Exploring the Opportunity to Use Virtual Reality for the Education of Children with Disabilities
Ioana Bianca Chițu, Alina Simona Tecău, Cristinel Constantin, et al.
Children (2023) Vol. 10, Iss. 3, pp. 436-436
Open Access | Times Cited: 18
Is inclusive education for children with special educational needs and disabilities an impossible dream?
Lisa Woolfson
British Journal of Educational Psychology (2024)
Open Access | Times Cited: 6
Investigating the factors affecting ICT integration of in-service teachers in Henan Province, China: structural equation modeling
Ran Peng, Rafiza Abdul Razak, Siti Hajar Halili
Humanities and Social Sciences Communications (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 15
Factors influencing in-service teachers’ technology integration model: Innovative strategies for educational technology
Ran Peng, Rafiza Abdul Razak, Siti Hajar Halili
PLoS ONE (2023) Vol. 18, Iss. 8, pp. e0286112-e0286112
Open Access | Times Cited: 13
How can inclusion succeed for all? Children's well-being in inclusive schools and the role of teachers' inclusion-related attitudes and self-efficacy
Tobias Wächter, Julia Gorges, Stephanie Apresjan, et al.
Teaching and Teacher Education (2023) Vol. 139, pp. 104411-104411
Open Access | Times Cited: 13
Inclusive education in Portugal: Exploring sentiments, concerns and attitudes of teachers
Marisa Carvalho, David Simó‐Pinatella, Helena Azevedo, et al.
Journal of Research in Special Educational Needs (2024) Vol. 24, Iss. 3, pp. 729-741
Open Access | Times Cited: 5
Secondary Education Teacher Training and Emotional Intelligence: Ingredients for Attention to Diversity in an Inclusive School for All
Mercedes Arias-Pastor, Steven Van Vaerenbergh, Jessica Fernández-Solana, et al.
Education Sciences (2023) Vol. 13, Iss. 5, pp. 519-519
Open Access | Times Cited: 12
Patterns of teachers’ self-efficacy and attitudes toward inclusive education associated with teacher emotional support, collective teacher efficacy, and collegial collaboration
Gunita Mudhar, Sigrun K. Ertesvåg, Eija Pakarinen
European Journal of Special Needs Education (2023) Vol. 39, Iss. 3, pp. 446-462
Open Access | Times Cited: 12
Attitudes and self-efficacy as buffers against burnout in inclusive settings: Impact of a training programme in pre-service teachers
Luc Vieira, Odile Rohmer, Mickaël Jury, et al.
Teaching and Teacher Education (2024) Vol. 144, pp. 104569-104569
Open Access | Times Cited: 4
Academic outcomes of inclusive education in typically developing children
Andrijana Bakoč, Brojčin Branislav, Slobodan Banković, et al.
Frontiers in Psychology (2025) Vol. 15
Open Access
Teacher Self-Efficacy and Two-Year Change in Children’s Internalizing and Externalizing Problems
Davina A. Robson, Mark S. Allen
Journal of Child and Family Studies (2025)
Closed Access
Voices of Academia: Perceptions of Exam Question Formats among Students and Faculty
Amal Ahmed Elbilgahy, Hayat Ali Alzahrani, Fathia Ahmed Mersal, et al.
Salud Ciencia y Tecnología (2025) Vol. 5, pp. 1476-1476
Closed Access
A new era in early childhood education (ECE): Teachers’ opinions on the application of artificial intelligence
Esra Betül Kölemen, Bekir Yıldırım
Education and Information Technologies (2025)
Open Access
Teachers’ self-efficacy in working with pupils with conduct disorder symptoms: The role of gender and diagnostic label
Jeffrey D. Holmes, Rebecca Y. M. Cheung
European Journal of Special Needs Education (2025), pp. 1-16
Closed Access
General and special education teachers in co-teaching. Self-efficacy in collaboration, co-teaching benefits, and teaching practices in inclusive classrooms: a mediation analysis
Grzegorz Szumski, Zuzanna Narkun-Jakubińska, Paweł Grygiel, et al.
European Journal of Special Needs Education (2025), pp. 1-17
Closed Access
Attitude, Subjective Norms and Teachers’ Effectiveness in Handling Learners with Difficulty in Applying Knowledge
Rhia Genn Cosmeño
(2025) Vol. 34, Iss. 9, pp. 1117-1125
Open Access
Navigating urban classrooms: The role of diversity-related stress and intentions to leave in preservice teachers’ self-efficacy
Marjolein Zee, Robert M. Klassen, F. Hanna
Teaching and Teacher Education (2025) Vol. 160, pp. 105018-105018
Open Access
Change in Attitude toward Artificial Intelligence through Experiential Learning in Artificial Intelligence Education
Seong-Won Kim
International Journal on Advanced Science Engineering and Information Technology (2023) Vol. 13, Iss. 5, pp. 1953-1959
Open Access | Times Cited: 10
Chinese version of the teachers’ attitudes towards differentiated instruction scale: an adaptation study
Meijie Bi, Verena Letzel‐Alt, Marcela Pozas, et al.
Cogent Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 3
The antecedents of teaching styles in multicultural classroom: teachers’ self-efficacy for inclusive practices and attitudes towards multicultural education
Caterina Buzzai, Alessia Passanisi, Melina Aparici, et al.
European Journal of Special Needs Education (2022) Vol. 38, Iss. 3, pp. 378-393
Closed Access | Times Cited: 13
Predictors of teachers’ behavioral intentions in inclusive education and their changes over time: A competitive test of hypotheses
Henrike Mentel, Natalie Förster, Boris Forthmann, et al.
Teaching and Teacher Education (2024) Vol. 141, pp. 104509-104509
Open Access | Times Cited: 2
The attitudes of teaching staff in specialised education towards inclusion and integration
Christy Tenback, Anke de Boer, Jan Bijstra
British Journal of Special Education (2024) Vol. 51, Iss. 2, pp. 165-173
Open Access | Times Cited: 2
Characterization of students with high intellectual capacity: the approach in the Portuguese school context and importance of teacher training for their educational inclusion
Ramón García Perales, Alberto Rocha, Ana Lúcia Oliveira Aguiar, et al.
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 2
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