OOIR: Observatory of International Research

Papers

(The H4-Index of Teaching and Teacher Education is 33. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-03-01 to 2024-03-01.)

Article	Citations
Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit	148
When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students	108
What makes teachers enthusiastic: The interplay of positive affect, self-efficacy and job satisfaction	108
Teacher burnout explained: Teacher-, student-, and organisation-level variables	90
How and why are educators using Instagram?	87
Elements of a quality pre-service teacher mentor: A literature review	78
A new framework for teachers’ professional development	69
Self-determination theory in physical education: A systematic review of qualitative studies	68
Do teachers’ years of experience make a difference in the quality of teaching?	67
Teaching during a Pandemic: United States Teachers' Self-Efficacy During COVID-19	64
A Framework for Explaining Teachers’ Diagnostic Judgements by Cognitive Modeling (DiaCoM)	63
Digital learning in schools: What does it take beyond digital technology?	62
Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic: The mediating role of need satisfaction and burnout	55
Why care about caring? Linking teachers’ caring and sense of meaning at work with students’ self-esteem, well-being, and school engagement	54
Between authenticity and cognitive demand: Finding a balance in designing a video-based simulation in the context of mathematics teacher education	48
An emotion focused approach in predicting teacher burnout and job satisfaction	48
From rote to reasoned: Examining the role of pedagogical reasoning in practice-based teacher education	46
Individual and cultural factors in teachers’ attitudes towards inclusion: A meta-analysis	46
Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review	46
The role of motivations and perceptions on the retention of inservice teachers	44
Taking 21st century skills from vision to classroom: What teachers highlight as supportive professional development in the light of new demands from educational reforms	44
Measuring teacher motivation: The missing link between professional development and practice	41
Exploring livestream English teaching anxiety in the Chinese context: An ecological perspective	41
The impact of field experiences on prospective preservice teachers’ technology integration beliefs and intentions	39
Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education	37

Factors influencing teacher self-efficacy for inclusive education: A systematic literature review	37
Partnerships as third spaces for professional practice in initial teacher education: A scoping review	36
The impact of an online stress intervention on burnout and teacher efficacy	35
Teacher educators’ task perception and its relationship to professional identity and teaching practice	35
Teacher coping profiles in relation to teacher well-being: A mixed method approach	35
Understanding teacher technology integration from expectancy-value perspectives	34
What should teacher educators know about technology? Perspectives and self-assessments	34
Prospective teachers’ noticing: A literature review of methodological approaches to support and analyze noticing	33
Applying the Job Demands-Resources Model to exploring predictors of innovative teaching among university teachers	33
Profiles of teachers’ need-support: How do autonomy support, structure, and involvement cohere and predict motivation and learning outcomes?	33