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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:

Unpacking the effects of culture on school leadership and teacher learning in China
Shengnan Liu, Philip Hallinger
Educational Management Administration & Leadership (2020) Vol. 49, Iss. 2, pp. 214-233
Closed Access | Times Cited: 120

Showing 1-25 of 120 citing articles:

The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation
Fatih Bektaş, Ali̇ Çağatay Kılınç, Sedat Gümüş
Educational Studies (2020) Vol. 48, Iss. 5, pp. 602-624
Closed Access | Times Cited: 101
Authentic leadership and teachers’ voice behaviour: The mediating role of psychological empowerment and moderating role of interpersonal trust
Sen Zhang, Alex J. Bowers, Yaqing Mao
Educational Management Administration & Leadership (2020) Vol. 49, Iss. 5, pp. 768-785
Closed Access | Times Cited: 76
The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective
Mehmet Şükrü Bellibaş, Ali̇ Çağatay Kılınç, Mahmut Polatcan
Educational Administration Quarterly (2021) Vol. 57, Iss. 5, pp. 776-814
Closed Access | Times Cited: 60
How transformational leadership influences teachers’ commitment and innovative practices: Understanding the moderating role of trust in principal
Ali̇ Çağatay Kılınç, Mahmut Polatcan, Gökhan Savaş, et al.
Educational Management Administration & Leadership (2022) Vol. 52, Iss. 2, pp. 455-474
Closed Access | Times Cited: 51
Trust in principals, leaders’ focus on instruction, teacher collaboration, and teacher self-efficacy: testing a multilevel mediation model
Ömür Çoban, Nedim Özdemir, Mehmet Şükrü Bellibaş
Educational Management Administration & Leadership (2020) Vol. 51, Iss. 1, pp. 95-115
Closed Access | Times Cited: 51
School leadership in Indonesia: A systematic literature review
Nasib Tua Lumban Gaol
Educational Management Administration & Leadership (2021) Vol. 51, Iss. 4, pp. 831-848
Closed Access | Times Cited: 45
Can professional learning communities promote teacher innovation? A multilevel moderated mediation analysis
Shengnan Liu, Jiafang Lu, Hongbiao Yin
Teaching and Teacher Education (2021) Vol. 109, pp. 103571-103571
Closed Access | Times Cited: 43
Collective teacher culture and school goal structure: Associations with teacher self-efficacy and engagement
Einar M. Skaalvik, Sidsel Skaalvik
Social Psychology of Education (2023) Vol. 26, Iss. 4, pp. 945-969
Open Access | Times Cited: 17
Unpacking the effect of teacher empowerment on professionalism: The mediation of trust in colleagues and affective commitment
Hao Yao, Lichao Ma, Shifei Duan
Teaching and Teacher Education (2024) Vol. 141, pp. 104515-104515
Closed Access | Times Cited: 7
Linear and nonlinear relationships between instructional leadership and teacher professional learning through teacher self-efficacy as a mediator: a partial least squares analysis
Lei Mee Thien, Peng Liu
Humanities and Social Sciences Communications (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 6
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
Teacher innovation: Conceptualizations, methodologies, and theoretical framework
Shengnan Liu, Hongbiao Yin, Yuning Wang, et al.
Teaching and Teacher Education (2024) Vol. 145, pp. 104611-104611
Closed Access | Times Cited: 6
The authority of principals’ technology leadership in empowering teachers’ self-efficacy towards ICT use
Siti Noor Ismail, Mohd Norakmar Omar, Arumugam Raman
International Journal of Evaluation and Research in Education (IJERE) (2021) Vol. 10, Iss. 3, pp. 878-878
Open Access | Times Cited: 35
The Roles of Transformational Leadership and Growth Mindset in Teacher Professional Development: The Mediation of Teacher Self-Efficacy
Wei Lin, Hongbiao Yin, Zhijun Liu
Sustainability (2022) Vol. 14, Iss. 11, pp. 6489-6489
Open Access | Times Cited: 25
Principals’ digital instructional leadership during the pandemic: Impact on teachers’ intrinsic motivation and students’ learning
Izhak Berkovich, Tahani Hassan
Educational Management Administration & Leadership (2022) Vol. 52, Iss. 4, pp. 934-954
Open Access | Times Cited: 24
The Impact of Academic Optimism, Institutional Policy and Support, and Self-Efficacy on University Instructors’ Continuous Professional Development in Mainland China
Timothy Scott, Wenyu Guan, Huimin Han, et al.
SAGE Open (2023) Vol. 13, Iss. 1
Open Access | Times Cited: 14
A cultural lens to school leadership effects on teacher instructional practices: The mediation of teacher collective efficacy and the moderation of uncertainty avoidance
Servet Özdemir, Ferudun Sezgin, Ali̇ Çağatay Kılınç, et al.
Educational Management Administration & Leadership (2023), pp. 174114322311775-174114322311775
Closed Access | Times Cited: 12
The relationship between principal support, teacher professional identity, and teacher professional learning in China: Investigating gender differences
Xiao‐ying Qin, Shengnan Liu
Psychology in the Schools (2023) Vol. 60, Iss. 12, pp. 4871-4884
Closed Access | Times Cited: 11
Improving teacher career satisfaction through distributed leadership in China: The parallel mediation of teacher empowerment and organizational commitment
Hao Yao, Lichao Ma
International Journal of Educational Development (2023) Vol. 104, pp. 102960-102960
Closed Access | Times Cited: 11
Cultural and Psychological Dynamics in School Leadership: The Moderating Role of Trust in the Relationship Between Teachers' Cultural Values and Their Expectations for Paternalistic Leadership
Mahmut Polatcan, Mehmet Şükrü Bellibaş, Çiğdem Apaydın
European Journal of Education (2025) Vol. 60, Iss. 1
Open Access
“Navigating Precarity”: Motivation of English Language Teachers in a Chinese Higher Vocational College
Luyao Li, Yun Cheong Hu
System (2025), pp. 103617-103617
Closed Access
Secondary School Teachers’ Perceptions of their Head Teachers Instructional Leadership and its Effect on Teachers’ Professional development in Karachi Pakistan  
Ahmad Daryani, Zahid Ali, Rozina Sewani
SSRN Electronic Journal (2025)
Closed Access
Examining the Impact of Distributed Leadership on Teacher Leadership in Secondary Education in China: A Structural Equation Modeling Approach
L. M. Song, Lokman Mohd Tahir, Roslizam Hassan, et al.
Participatory Educational Research (2025) Vol. 12, Iss. 2, pp. 283-301
Open Access
The Mediating Role of the Principal–Teacher Relationship in Innovative School Leadership and Teacher Professional Learning According to Turkish Teachers’ Perceptions
Mehmet Özdoğru, Yurdagül Doğuş, Muhammet İbrahim AKYÜREK
Behavioral Sciences (2025) Vol. 15, Iss. 4, pp. 450-450
Open Access
Teachers’ voice behavior—Principal leadership‐driven or teacher self‐driven? Evidence from Taiwan
Chuan‐Chung Hsieh, Imam Gunawan, Hui‐Chieh Li, et al.
Psychology in the Schools (2024) Vol. 61, Iss. 5, pp. 2077-2099
Closed Access | Times Cited: 3
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