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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:

Can a professional learning community facilitate teacher well-being in China? The mediating role of teaching self-efficacy
Wenyan Liang, Huan Song, Ran Sun
Educational Studies (2020) Vol. 48, Iss. 3, pp. 358-377
Closed Access | Times Cited: 38

Showing 1-25 of 38 citing articles:

Modeling the Effect of Chinese EFL Teachers’ Self-efficacy and Resilience on Their Work Engagement: A Structural Equation Modeling Analysis
Yongliang Wang, Ziwen Pan
SAGE Open (2023) Vol. 13, Iss. 4
Open Access | Times Cited: 64
Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study
Teresa Pozo-Rico, Raquel Gilar Corbí, Andrea Izquierdo, et al.
International Journal of Environmental Research and Public Health (2020) Vol. 17, Iss. 22, pp. 8633-8633
Open Access | Times Cited: 86
A model of teacher enthusiasm, teacher self-efficacy, grit, and teacher well-being among English as a foreign language teachers
Guohua Shao
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 25
The relationship between distributed leadership and teacher well-being: The mediating roles of organisational trust
Lili Liu, Peng Liu, Hui Yang, et al.
Educational Management Administration & Leadership (2022) Vol. 52, Iss. 4, pp. 837-853
Closed Access | Times Cited: 27
A review of the empirical research literature on PLCs for teachers in the Global South: evidence, implications, and directions
Dong Nguyen, Ellen Boeren, Srabani Maitra, et al.
Professional Development in Education (2023) Vol. 50, Iss. 1, pp. 91-107
Open Access | Times Cited: 12
Professional learning communities and teacher outcomes. A cross-national analysis
Anders Astrup Christensen, John Jerrim
Teaching and Teacher Education (2025) Vol. 156, pp. 104920-104920
Open Access
Teachers’ perceptions about online teaching: Analysis of their experiences and opportunities for knowledge sharing
Jamie Verstraeten, Annemieke van Dongen-Leunis, Renée A. Scheepers, et al.
International Journal of Educational Research Open (2025) Vol. 9, pp. 100450-100450
Closed Access
Coping strategies during faculty transitions: lessons learned from teaching an introductory happiness, positivity, and wellbeing course
Jobila Sy, Lani San Antonio
The International Journal for Academic Development (2025), pp. 1-14
Closed Access
Professional Learning Community as a Site for Addressing Emotional Tensions: Contributions to Language Teacher Identity (Re)construction
Mostafa Nazari, Zahra Keshvari, Guangwei Hu
British Journal of Educational Studies (2025), pp. 1-24
Closed Access
The Effect of Teacher‐Student Relationships on Innovative Teaching From the Teachers' Perspective: A Moderated Mediation Model of Teacher Self‐Efficacy and Teacher Collaboration
Guangqiang Wang
Psychology in the Schools (2025)
Closed Access
Exploring the Role of Professional Learning Community in EFL Student-Teachers’ Imagined Identity Development
Hussein Meihami
Journal of Language Identity & Education (2023), pp. 1-18
Closed Access | Times Cited: 9
Primary school teachers are immune: a journey in the sea of psychological well-being, buoyancy, and engagement
Zhihan Chen
BMC Psychology (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 3
Is ‘the more the better’? Investigating linear and nonlinear effects of school culture on teacher well-being and commitment to teaching across school size
Lei Mee Thien, Hoay Chyi Lee
Studies In Educational Evaluation (2022) Vol. 74, pp. 101176-101176
Closed Access | Times Cited: 12
Multilevel analysis of teacher professional well-being and its influential factors based on TALIS data
Masoumeh Kouhsari, Junjun Chen, Shahin Baniasad
Research in Comparative and International Education (2022) Vol. 18, Iss. 3, pp. 395-418
Closed Access | Times Cited: 11
Emotional factors and self-efficacy in the psychological well-being of trainee teachers
Raquel Gilar Corbí, Natalia Perez-Soto, Andrea Izquierdo, et al.
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 2
Taking stock of the research into professional learning communities: Paradigms, pathways, and possibilities
Kwun Man Chiang, Hongbiao Yin, Icy Lee, et al.
Teaching and Teacher Education (2023) Vol. 139, pp. 104431-104431
Closed Access | Times Cited: 4
A longitudinal inquiry of sources of teacher self-efficacy: from the professional experience into the first year of teaching
Kang Ma, Michael Cavanagh
European Journal of Teacher Education (2024), pp. 1-16
Closed Access | Times Cited: 1
The effects of instructional leadership on teacher well-being: the mediating roles of professional learning community and teacher self-efficacy
Peng Liu, Lei Mee Thien, Huan Song, et al.
Educational Studies (2024), pp. 1-23
Closed Access | Times Cited: 1
Collaboration-based scientific productivity: evidence from Nobel laureates
Chih‐Hsing Liu, Jun‐You Lin
Scientometrics (2024) Vol. 129, Iss. 7, pp. 3735-3768
Closed Access | Times Cited: 1
The Relationship Between EFL Learners' Communication Apprehension, Self-Efficacy, and Emotional Intelligence
Wenjun Cong, Pengcheng Li
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 6
Does school power distance matter for the effectiveness of professional learning communities in China? A multilevel moderated mediation analysis
Shengnan Liu, Hongbiao Yin
Teaching and Teacher Education (2023) Vol. 134, pp. 104335-104335
Closed Access | Times Cited: 2
Resultados de un programa de formación en competencias emocionales para profesorado de Educación Primaria
Andrea Izquierdo, Raquel Gilar Corbí, Teresa Pozo-Rico, et al.
European Journal of Education and Psychology (2022), pp. 1-17
Open Access | Times Cited: 4
Teacher Resilience in Facing Changes in Education Policy due to Covid-19 Pandemic
Muhammad Al Amin, Nuriadi Nuriadi, Henny Soepriyanti, et al.
Indonesian TESOL Journal (2022) Vol. 4, Iss. 1, pp. 71-84
Open Access | Times Cited: 3
Building paths to success: a multilevel analysis of the effects of an emotional intelligence development program on the academic achievement of future teachers
Rosa Poveda-Brotons, Andrea Izquierdo, Natalia Perez-Soto, et al.
Frontiers in Psychology (2024) Vol. 15
Open Access
Building aspiring teachers' capabilities, professional and skill development: Auspice to quality teaching practice in technical vocational education and training institutions
Olabanji Taiwo Shodipe, Theresa Chinyere Ogbuanya
European Journal of Education (2024) Vol. 59, Iss. 3
Closed Access
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