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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:

Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices
Stuart Woodcock, Umesh Sharma, Pearl Subban, et al.
Teaching and Teacher Education (2022) Vol. 117, pp. 103802-103802
Open Access | Times Cited: 130

Showing 1-25 of 130 citing articles:

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
Correlates of teachers’ classroom management self-efficacy: A systematic review and meta-analysis
Siyu Duan, Kerry Bissaker, Zhan Xu
Educational Psychology Review (2024) Vol. 36, Iss. 2
Open Access | Times Cited: 8
Research on the Influencing Factors and Problems of Teacher Professional Motivation from the Perspective of Teacher Professional Beliefs
Jun Su
Lecture Notes in Education Psychology and Public Media (2025) Vol. 81, Iss. 1, pp. 86-93
Closed Access | Times Cited: 1
"Help! I feel unprepared": Exploring university faculty and autistic students' voices on self-efficacy in higher education inclusion
Mercé Barrera Ciurana, María Odet Moliner García
Teaching and Teacher Education (2025) Vol. 159, pp. 104990-104990
Closed Access | Times Cited: 1
Investigating Teachers’ Beliefs in Inclusive Education and Their Levels of Teacher Self-Efficacy: Are Teachers Constrained in Their Capacity to Implement Inclusive Teaching Practices?
Stuart Woodcock, Kathy Gibbs, Elizabeth Hitches, et al.
Education Sciences (2023) Vol. 13, Iss. 3, pp. 280-280
Open Access | Times Cited: 22
On the Relationship Between Pre-service Teachers’ Sense of Self-efficacy and Emotions in the Integration of Technology in Their Teacher Developmental Programs
Lan Ding, Zhanzhan Hong
The Asia-Pacific Education Researcher (2023) Vol. 33, Iss. 4, pp. 869-878
Closed Access | Times Cited: 21
Overcoming Challenges and Promoting Positive Education in Inclusive Schools: A Multi-Country Study
Ángel Deroncele-Acosta, Althia Ellis
Education Sciences (2024) Vol. 14, Iss. 11, pp. 1169-1169
Open Access | Times Cited: 6
Predictors of teachers’ intention to implement inclusive education
Hussain A. Almalky, Abdalmajeed H. Alrabiah
Children and Youth Services Review (2024) Vol. 158, pp. 107457-107457
Closed Access | Times Cited: 5
Financial self‐efficacy of consumers: A review and research agenda
Anmol Gulati, Sultan Singh
International Journal of Consumer Studies (2024) Vol. 48, Iss. 2
Closed Access | Times Cited: 5
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
What factors mediate the relationship between leadership for learning and teacher professional development? Evidence from meta-analytic structural equation modelling
Turgut Karaköse, David Gurr, Tijen Tülübaş, et al.
Educational Management Administration & Leadership (2025)
Closed Access
Impact of inclusive education on early childhood development: a systematic review and meta-analysis
Lu Wang, Yaxian Lei, Qiao Zhou, et al.
International Journal of Inclusive Education (2025), pp. 1-16
Closed Access
Fostering a productive educational environment: the roles of leadership, management practices, and teacher motivation
Sariakin Sariakin, Manovri Yeni, M Usman, et al.
Frontiers in Education (2025) Vol. 10
Open Access
Engaging connections: Exploring gamification techniques for building relationships in educational setting
Louiecris M. Regudon, Joanne Leal
International Journal of Research Studies in Education (2025) Vol. 14, Iss. 4
Closed Access
Exploring teaching quality: The role of school working conditions, principal leadership, and teacher characteristics
Zhang Xin, Wilfried Admiraal, Nadira Saab, et al.
Educational Psychology (2025), pp. 1-22
Closed Access
Relationships Between Teachers' Attitudes, Concerns, Self‐Efficacy, Intentions, and Behavior to Include Students With Disabilities in Regular Schools in Cambodia
Sokunrith Pov, Norimune Kawai
Psychology in the Schools (2025)
Closed Access
Inclusive Education Nationally and Internationally
Tom Porta
Springer briefs in education (2025), pp. 3-16
Closed Access
Differentiation for Student Autonomy and Strengthened Relationships
Tom Porta
Springer briefs in education (2025), pp. 59-68
Closed Access
Community Socio-Cognitive Characteristics and Perceptions of Inclusive Education
Ari Firmanto, Puji Sumarsono, Fitria Nur
KnE Social Sciences (2025) Vol. 10, Iss. 7, pp. 389-403
Open Access
“I Just Needed Someone to Hear Me”: Listening to Student Voices on Secondary School Support
Stuart Woodcock, Elizabeth Hitches, Marina Di Sipio, et al.
Journal of Education for Students Placed at Risk (JESPAR) (2025), pp. 1-28
Open 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
Teacher self‐efficacy: Validating a new measurement scale to capture the elusive construct
Stuart Woodcock, Nelly Tournaki, John Ehrich
British Educational Research Journal (2025)
Open Access
Building Inclusive Pathways for Children with Disabilities in Chinese Preschools: An Inclusive School Leadership Perspective
Jahirul Mullick, Tang Yue-hong, Tong Lin
Early Childhood Education Journal (2025)
Closed Access
Education 4.0: Considering the Development of Teachers’ Psychological Dispositions Towards the Use of ICT with Kindergarten Children
Sara Peretti, Federica Caruso, Maria Chiara Pino, et al.
Lecture notes in networks and systems (2025), pp. 129-140
Closed Access
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