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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:

Exploring Teachers’ Instructional Practice Profiles: Do Distributed Leadership and Teacher Collaboration Make a Difference?
Nedim Özdemir, Ali̇ Çağatay Kılınç, Mahmut Polatcan, et al.
Educational Administration Quarterly (2023) Vol. 59, Iss. 2, pp. 255-305
Closed Access | Times Cited: 17

Showing 17 citing articles:

How can an innovative teaching force be developed? The empowering role of distributed leadership
Yuan Teng, Rui Pu, Yipu Hao
Thinking Skills and Creativity (2024) Vol. 51, pp. 101464-101464
Closed Access | Times Cited: 6
Pre-service teachers in Türkiye in the framework of attitude towards the teaching profession, school belonging, and motivation
Fulya BARIŞ PEKMEZCİ, Behiye Dağdeviren Ertaş
Teaching and Teacher Education (2024) Vol. 142, pp. 104514-104514
Closed Access | Times Cited: 5
Towards Blended Learning in Primary STEM in Latvia: Four Teaching Profiles
Ildze Čakāne, Kārlis Greitāns, Ģirts Burgmanis, et al.
Education Sciences (2025) Vol. 15, Iss. 3, pp. 295-295
Open Access
Trust, Professionalism and Empowerment: How School Leaders Shape Instructional Practices
Mehmet Tufan Yalçın, Ramazan Atasoy, Ahmet Göçen
European Journal of Education (2025) Vol. 60, Iss. 2
Open Access
Latent Profile Patterns of Teachers' Organisational Identity Perception in Educational Settings
Hasan Tabak, Esra Sözer Boz
European Journal of Education (2025) Vol. 60, Iss. 2
Open Access
Profiles of instructional practices and associations with teachers’ self-efficacy, classroom autonomy, teacher collaboration, and school climate in Korea
Jaehong Jang, Hawon Yoo, Ksan Rubadeau
Asia Pacific Education Review (2023) Vol. 26, Iss. 1, pp. 75-90
Closed Access | Times Cited: 5
Driving Innovation: Exploring the Effect of Distributed Leadership on Collective Teacher Innovativeness in Chinese Schools
Jie Cao, Yating Huang, Xingjiang Shao, et al.
The Asia-Pacific Education Researcher (2024)
Closed Access | Times Cited: 1
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
Relations between colleagues and the principal role in this relationship
Menada Petro, Orneda Gega
Corporate Governance and Organizational Behavior Review (2023) Vol. 7, Iss. 3, special issue, pp. 335-346
Open Access | Times Cited: 2
Effectiveness of interdisciplinary teacher teams among English teachers in public secondary schools in Jolo
Makintan Saada
Deleted Journal (2024) Vol. 1, Iss. 1, pp. 1-16
Open Access
The design and operationalization of the teacher competence management framework: The method and practical tools to identify and close teacher competence gaps for the teaching of 21st century skills
Dace Namsone, Uldis Zandbergs, Ilze Saleniece, et al.
International Journal of Education and Practice (2024) Vol. 12, Iss. 3, pp. 684-706
Open Access
More we or more me? How collaboration and autonomy connect with school climate, team innovativeness and school satisfaction among Korea’s teachers
Jaehong Jang, Hawon Yoo, Ksan Rubadeau
Professional Development in Education (2024), pp. 1-17
Closed Access
Influence of Individualised Teaching Methods on Improving the Professional Flexibility of Future Primary School Teachers
Nataliya Lupak, Liubov Kramarenko, Oksana Shkvyr, et al.
Educação & Formação (2024) Vol. 9, pp. e12851-e12851
Open Access
The impact of school- and teacher-related factors on teachers’ professional learning
Gökhan Savaş, Nihan Demirkasımoğlu
Cambridge Journal of Education (2024), pp. 1-25
Closed Access
Does relational context matter? Trust in principal as a moderator between distributed leadership and organisational citizenship behaviours in Turkish schools
Hasan Kavgacı
Educational Management Administration & Leadership (2024)
Closed Access
Team Innovativeness, Teachers' Professional Practices, and Teachers' Instructional Practices: Testing a Mediation Model
Ramazan Atasoy, Mehmet Yalçın
Türk Akademik Yayınlar Dergisi (2023) Vol. 7, Iss. 4, pp. 972-997
Open Access | Times Cited: 1


Türk Akademik Yayınlar Dergisi (2023) Vol. 7, Iss. 4
Open Access
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