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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’ motivation to participate in continuous professional development: relationship with factors at the personal and school level
Zhang Xin, Wilfried Admiraal, Nadira Saab
Journal of Education for Teaching International Research and Pedagogy (2021) Vol. 47, Iss. 5, pp. 714-731
Open Access | Times Cited: 95

Showing 1-25 of 95 citing articles:

Will, skills, or conscientiousness: What predicts teachers’ intentions to participate in technology-related professional development?
Tim Fütterer, Ronny Scherer, Katharina Scheiter, et al.
Computers & Education (2023) Vol. 198, pp. 104756-104756
Open Access | Times Cited: 44
A cross-cultural examination of the role of enjoyment and passion in bilingual English teachers’ desire for professional development: evidence from Iran and Kuwait
Robert Kirkpatrick, Ali Derakhshan, Hala Almutawa, et al.
Journal of Multilingual and Multicultural Development (2024), pp. 1-21
Closed Access | Times Cited: 18
The Key Elements About How to Improve English Language Educators’ Teaching Competence through Continuous Professional Development (CPD)
Qin Li, Lubna Ali Mohammed
Journal of Ecohumanism (2025) Vol. 4, Iss. 1
Closed Access | Times Cited: 1
Continuing Professional Development (CPD) Practices Among Basic School Teachers in the Central Region of Ghana
Ellen Abakah, Jacqueline Widin, Edward Kwabena Ameyaw
SAGE Open (2022) Vol. 12, Iss. 2
Open Access | Times Cited: 32
STEM Teachers’ Motivation and Engagement in Teacher Professional Development and Career Advancement: A Case Study of Lithuania
Anita Juškevičienė, Tatjana Jevsikova, Gabrielė Stupurienė, et al.
Education Sciences (2024) Vol. 14, Iss. 7, pp. 780-780
Open Access | Times Cited: 6
Understanding teachers' online professional learning: A “community of inquiry” perspective on the role of Chinese middle school teachers’ sense of self-efficacy, and online learning achievement
Mingzhe Wang, Lawrence Jun Zhang
Heliyon (2023) Vol. 9, Iss. 6, pp. e16932-e16932
Open Access | Times Cited: 13
Character education and the rise of mental health in Muhammadiyah Boarding School
Rahmah Hidayati, Arif Rahman, Zalik Nuryana, et al.
International Journal of Public Health Science (IJPHS) (2022) Vol. 11, Iss. 1, pp. 170-170
Open Access | Times Cited: 20
Exploring the Link Between Teachers’ Motivation for Continuous Professional Development and Professional Learning Communities: A Structural Equation Modeling Approach
Sintayehu Belay, Solomon Melesse
SAGE Open (2024) Vol. 14, Iss. 3
Open Access | Times Cited: 4
Norwegian higher education teachers’ beliefs about teaching, motivation, and approaches to researching and developing teaching
Leila E. Ferguson
Frontiers in Education (2025) Vol. 9
Open Access
Lessons learned through participatory bird-window collision research on a university campus
Hannah Partridge, Rebekah Netzley, Alex Wright, et al.
Urban Ecosystems (2025) Vol. 28, Iss. 2
Open Access
Comparative analysis of managerial strategies for enhancing teacher motivation in Public and Private Schools
Z Gao, Guangjiao Hu, Shahla Akram, et al.
Scientific Reports (2025) Vol. 15, Iss. 1
Open Access
Transformational leadership and teacher satisfaction: the enhancing roles of professional development and learning program management
Giulia Paganin, Consuelo Mameli, Dina Guglielmi, et al.
Journal of Education for Teaching International Research and Pedagogy (2025), pp. 1-19
Closed Access
How does career calling impact teachers’ self-efficacy, competencies and satisfaction? A structural equation model
Daniela Dumulescu, Adrian Opre, Constantin Necula, et al.
International Journal for Educational and Vocational Guidance (2025)
Open Access
Mathematics teacher persistence in online professional development: emerging (mis)alignments between instructional expectations and professional development utility
Anthony Matranga, Jason Silverman
Journal of Mathematics Teacher Education (2025)
Closed Access
Impressive and dissuasive management practices in teacher professional development. Experience from public primary school teachers upgrading professional qualifications in Tanzania
Agustino Mbunda, Ibrahim Nzima, Aurelia Kimaro
Social Sciences & Humanities Open (2025) Vol. 11, pp. 101368-101368
Open Access
Teachers as adult learners in neoliberal times: motivations, trends, and practices
Hande Özkeskin, Ahmet Yıldız
Professional Development in Education (2025), pp. 1-17
Closed Access
Early Career Language Teachers' Motivation in the Making: An Ecological Perspective on Their Motivational Resources
Minoo Alemi, Neda Khanlarzadeh, Zia Tajeddin
System (2025), pp. 103685-103685
Closed Access
Exploring science teachers’ self-selection attitudes into professional development programs: motivations, preferences, and implications for practice
Faiza Zafar, Christina Alston, Carolyn Nichol, et al.
Frontiers in Education (2025) Vol. 10
Open Access
Job Satisfaction and Teacher Education: Correlational Study in Postgraduate Graduates in Education
Carlos Alfredo Pérez Fuentes, Annie Julieth Álvarez Maestre, Angela María Cardona Rivas, et al.
Education Sciences (2023) Vol. 13, Iss. 2, pp. 198-198
Open Access | Times Cited: 9
Understanding why educational professionals engage with podcasts: Educational Podcasts Motivational Scale development and validation
Scott McNamara, Sophia D. Min
British Journal of Educational Technology (2024) Vol. 55, Iss. 4, pp. 1728-1746
Closed Access | Times Cited: 3
Multi-Tiered Systems of Educator Professional Development: A Systematic Literature Review of Responsive, Tiered Professional Development Models
Bradley S. Bloomfield, Russell A. Fox, Erin Leif
Journal of Positive Behavior Interventions (2024) Vol. 26, Iss. 3, pp. 168-188
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
Heading for new shores? Longitudinal participation patterns in teacher professional development
Tim Fütterer, Nicolas Hübner, Christian Fischer, et al.
European Journal of Teacher Education (2024), pp. 1-21
Open Access | Times Cited: 3
Self-directed professional development activities: An autoethnography
Jeremy Koay
Teaching and Teacher Education (2023) Vol. 133, pp. 104258-104258
Open Access | Times Cited: 7
Stimulating the Professional and Personal Self-Development of Future Teachers in the Context of Value-Semantic Orientation
Zhilgildinova Madin, Aizhana Abibulayeva, Sultanova Nurgul, et al.
Education Research International (2022) Vol. 2022, pp. 1-11
Open Access | Times Cited: 12
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