Citations (28)
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Louise Campbell. (2023) Enhancing professional empathy to mitigate for marginalisation and the critical gaze in teacher development: a phenomenological framework. Journal of Education for Teaching 49:3, pages 507-520.
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Stefan Ninković, Olivera Knežević-Florić & Dejan Đorđić. (2022) Transformational leadership and teachers’ use of differentiated instruction in Serbian schools: investigating the mediating effects of teacher collaboration and self-efficacy. Educational Studies 0:0, pages 1-20.
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Jasja Valckx, Ruben Vanderlinde & Geert Devos. (2021) Do teachers’ educational beliefs affect the relationship between departmental leadership and interpersonal PLC characteristics?. Professional Development in Education 0:0, pages 1-18.
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Marieke Vanbuel & Kris Van den Branden. (2021) Each primary school a school-based language policy? The impact of the school context on policy implementation. Language and Education 35:1, pages 42-59.
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Ayşegül Takkaç Tulgar. (2020) The effects of native versus multicultural classes on teacher self-efficacy: a case study of Turkish instructors. Globalisation, Societies and Education 18:5, pages 603-618.
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Norma Ghamrawi, Tarek Shal & Najah A.R. Ghamrawi. Cultivating teacher leadership: evidence form a transformative professional development model. School Leadership & Management 0:0, pages 1-29.
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Allan Feldman & Jawaher Alsultan. Engaging science teachers virtually in dialogical collaborative action research to improve science teaching during the COVID-19 pandemic. International Journal of Science Education 0:0, pages 1-24.
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Arnoud Oude Groote Beverborg. (2024) Professional learning activity in and of teacher teams: multilevel assessment of how transformational leadership, goal interdependence, and collective efficacy affect information sharing. Empirical Research in Vocational Education and Training 16:1.
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Shengnan Liu & Philip Hallinger. (2022) The effects of instructional leadership, teacher responsibility and procedural justice climate on professional learning communities: A cross-level moderated mediation examination. Educational Management Administration & Leadership 52:3, pages 556-575.
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Angela M Lyle & Donald J Peurach. (2022) Changing notions of teacher autonomy: The intersection of teacher autonomy and instructional improvement in the US. Research in Education 118:1, pages 3-25.
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Xin Zheng & Ying Luo. (2023) How do departmental professional learning communities and teacher leadership matter for teacher self-efficacy? A multi-level analysis. Journal of Professional Capital and Community 9:1, pages 51-67.
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Xin Zheng, Chenxi Jiang & Chenlu Liu. (2023) Uncovering the complex relationships among distributed leadership, departmental teacher leadership, and professional learning community in Chinese schools. Future in Educational Research 1:2, pages 182-197.
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Shengnan Liu & Hongbiao Yin. (2023) Does school power distance matter for the effectiveness of professional learning communities in China? A multilevel moderated mediation analysis. Teaching and Teacher Education 134, pages 104335.
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Yılmaz İlker YORULMAZ & İbrahim ÇOLAK. (2023) Exploring Teacher Autonomy Through Teachers’ Perspectives: A Qualitative Case Study. Research on Education and Psychology 7:Special Issue 2, pages 537-556.
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Michelle Chin Chin Lee & Alyssa Yen Lyn Ding. (2023) Hierarchical Culture as a Cross-Level Moderator of the Relationship between Transformational Leadership, Performance Feedback, and Employee Job Performance. Merits 3:3, pages 504-520.
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Nina Wang & Bao Guo An. (2023) Improving teachers’ professional development through professional learning community: Voices from secondary school teachers at Malaysian Chinese independent schools. Heliyon 9:6, pages e17515.
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Marieke Vanbuel & Kris Van den Branden. (2022) Examining the implementation of language education policies in mainstream primary schools. Language Policy 22:2, pages 201-222.
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Stefan Ninkovic, Dejan Djordjic & Stanislava Olic-Ninkovic. (2023) Modeling the relationships between transformational leadership, teacher academic optimism, and teacher engagement: Evidence from the Serbian school context. Zbornik Instituta za pedagoska istrazivanja 55:1, pages 161-187.
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Generosa Pinheiro & José Joaquim Matias Alves. (2023) COMUNIDADES DE APRENDIZAGEM: EFEITOS E DESAFIOS - UMA SCOPING REVIEW. Cadernos de Pesquisa 53.
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Stefan Ninković, Olivera Knežević Florić & Dejan Đorđić. (2022) The effect of teacher trust in colleagues on collective teacher efficacy: Examining the mediating role of the characteristics of professional learning communities. Teaching and Teacher Education 119, pages 103877.
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Leila Afshari. (2022) Managing diverse workforce: How to safeguard skilled migrants’ self-efficacy and commitment. International Journal of Cross Cultural Management 22:2, pages 235-250.
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Jude Brady & Elaine Wilson. (2021) Comparing sources of stress for state and private school teachers in England. Improving Schools 25:2, pages 205-220.
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Yavuz Sökmen & İsmail Sarikaya. (2022) The mediating role of self-efficacy between emotional intelligence and job satisfaction of primary school teachers. European Review of Applied Psychology 72:4, pages 100779.
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Nina Bergdahl & Melissa Bond. (2021) Negotiating (dis-)engagement in K-12 blended learning. Education and Information Technologies 27:2, pages 2635-2660.
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Tubagus Ali Rachman Puja Kesuma, Sudjarwo Sudjarwo, Pargito Pargito, Ridwan Ridwan, Rias Tusianah, Usastiawaty C.A.S Isnainy, M. Arifki Zainaro, Albet Maydiantoro & Edy Irawan. (2021) Influence and Influenced Between Self-Efficacy and Principal Leadership: A Systematic Review. International Journal of Education and Information Technologies 15, pages 157-166.
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Alfonso J. Gil, Beatriz Rodrigo-Moya & Juan Gabriel Cegarra-Navarro. (2020) The mediating role of transformational leadership between learning culture and knowledge application. Kybernetes 50:7, pages 2093-2105.
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Mostafa Azari Noughabi & Seyed Mohammad Reza Amirian. (2020) Assessing the Contribution of Autonomy and Self-Efficacy to EFL Teachers’ Self-Regulation評估自主性和自我效能對英語教師自我調整之影響. English Teaching & Learning 45:1, pages 71-88.
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