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OpenAlex Citation Counts

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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:

Is the school context associated with instructional quality? The effects of social composition, leadership, teacher collaboration, and school climate
Doris Holzberger, Anja Schiepe-Tiska
School Effectiveness and School Improvement (2021) Vol. 32, Iss. 3, pp. 465-485
Open Access | Times Cited: 35

Showing 1-25 of 35 citing articles:

PISA 2022
Doris Lewalter, Jennifer Diedrich, Frank Goldhammer, et al.
Waxmann Verlag GmbH eBooks (2023)
Open Access | Times Cited: 30
Teacher self-efficacy and self-reported cognitive activation and classroom management: A multilevel perspective on the role of school characteristics
Doris Holzberger, Elisabeth Prestele
Learning and Instruction (2021) Vol. 76, pp. 101513-101513
Open Access | Times Cited: 44
Who you know influences where you go: Intergroup contact attenuates bias in trainee teachers' school preferences
Lewis Doyle, Matthew J. Easterbrook, Linda R. Tropp
British Journal of Social Psychology (2024) Vol. 63, Iss. 3, pp. 1497-1514
Open Access | Times Cited: 6
Relation of principal instructional leadership, school climate, teacher job performance and student achievement
Vartika Dutta, Sangeeta Sahney
Journal of Educational Administration (2021) Vol. 60, Iss. 2, pp. 148-166
Closed Access | Times Cited: 27
Analyzing the relationship between distributed leadership and instructional quality in Taiwan: The mediating roles of teacher autonomy and teacher innovation
Chuan‐Chung Hsieh, Yurou Song, Hui‐Chieh Li
Educational Management Administration & Leadership (2024)
Open Access | Times Cited: 4
From instructional leadership to instructional quality: the critical role of teacher academic optimism
Chan Wang, Xianhan Huang, Peng Xu
Educational Studies (2025), pp. 1-22
Closed Access
The interplay among school climate, instructional quality and teacher job satisfaction: Mediation of teacher motivation
Cahit Erdem, Mehmet Koçyiğit
International Journal of Educational Development (2025) Vol. 114, pp. 103231-103231
Closed Access
Teacher collaboration to elevate student achievement?
Andrea Wullschleger, Katharina Maag Merki, Urs Grob, et al.
Learning and Instruction (2025) Vol. 97, pp. 102104-102104
Open Access
Assessing Teacher Competencies in Public Schools of Pakistan: A Pathway for Improving the Effectiveness of Professional Development Programs for Teachers
Usama Kalim, Saira Bibi
SAGE Open (2024) Vol. 14, Iss. 2
Open Access | Times Cited: 3
Examining principal instructional leadership effects on the rural-urban instructional quality gap in China: The mechanism of teacher professional learning
Liang Huang, Decheng Zhao, Shike Zhou
Studies In Educational Evaluation (2024) Vol. 81, pp. 101346-101346
Closed Access | Times Cited: 2
Effects of the “High Impact Leadership for School Renewal” Project on Principal Leadership, School Leadership, and Student Achievement
Xin Ma, Jianping Shen, Patricia Reeves, et al.
Education Sciences (2024) Vol. 14, Iss. 6, pp. 600-600
Open Access | Times Cited: 2
Are satisfied teachers better teachers? International evidence from the TALIS video study
John Jerrim
Teaching and Teacher Education (2024) Vol. 148, pp. 104687-104687
Open Access | Times Cited: 2
Evaluating Teacher Competencies in Pakistan's Public Schools: Enhancing the Impact of Professional Development Programs
Usama Kalim
Evaluation and Program Planning (2024) Vol. 106, pp. 102467-102467
Closed Access | Times Cited: 2
Biased career choices? It depends what you believe: Trainee teachers' aversions to working in low-income schools are moderated by beliefs about inequality, meritocracy, and growth mindsets.
Lewis Doyle, Matthew J. Easterbrook
(2023)
Open Access | Times Cited: 4
Identification of Science Teacher Profiles Based on Lesson Observation Data
Kārlis Greitāns, Dace Namsone
Science education international (2024) Vol. 35, Iss. 2, pp. 102-108
Open Access | Times Cited: 1
The Relationship Between Teacher Collaboration and Instructional Practices, Instructional Climate, and Social Relations
Robert Shand, Roger D. Goddard
Educational Policy (2024)
Closed Access | Times Cited: 1
Does School-Level Instructional Quality Matter for School Mathematics Performance? Comparing Teacher Data across Seven Countries
Xin Liu, Martin Valcke, Kajsa Yang Hansen, et al.
Sustainability (2022) Vol. 14, Iss. 9, pp. 5267-5267
Open Access | Times Cited: 6
Innovative School Climate, Teacher's Self-efficacy and Implementation of Cognitive Activation Strategies

Pegem Journal of Education and Instruction (2023) Vol. 13, Iss. 02
Open Access | Times Cited: 2
Determinants of teachers’ positive perception on their professional development experience: an application of LASSO-based machine learning approach
Iksang Yoon, Minjung Kim
Professional Development in Education (2023), pp. 1-15
Closed Access | Times Cited: 2
The Effects of Academic Press on Student Learning and Its Malleability to School Leadership: A Meta-Analysis of 30 Years of Research
Jingping Sun, Rong Zhang, Joseph Murphy, et al.
Educational Administration Quarterly (2024) Vol. 60, Iss. 2, pp. 226-268
Closed Access
The impacts of belonging, shared vision, and positive working conditions on school culture and collective teacher efficacy
Erin Wiesehahn
(2024)
Open Access
Teachers’ and principals’ perceptions of school emphasis on academic success: measurement invariance, agreement, and relations to student achievement
Wangqiong Ye, Ronny Scherer, Sigrid Blömeke
Large-scale Assessments in Education (2024) Vol. 12, Iss. 1
Open Access
Academic Culture: Its Meaning, Measure and Contribution to Student Learning
Kenneth Leithwood, Jingping Sun, Sijia Zhang, et al.
Journal of School Leadership (2024) Vol. 34, Iss. 5, pp. 414-442
Closed Access
Can Teacher Collaboration Buffer Against a Reliance on Exclusionary Discipline? An Exploratory Study of Collegial Social Network and Functional Community Theories in New York City High Schools
Briana Bostic, Ashley Grant
Journal of Education for Students Placed at Risk (JESPAR) (2024), pp. 1-29
Open Access
Multifaceted perception of school climate: association between students’ and teachers’ perceptions and other teacher factors
I Hirata, Tomoko Nishimura, Yuko Osuka, et al.
Frontiers in Education (2024) Vol. 9
Open Access
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