OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Professional Capital and Community is 5. 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 2022-08-01 to 2026-08-01.)

Article	Citations
Intergenerational learning in private higher education institutions: strategies and factors of influence	32
Knowledge sharing among academics in higher education: integrating positive and negative facets of organizational climate	26
Guest editorial: Together addressing the challenges of the climate crisis: rethinking professional cultures, school improvement and leadership	17
From life satisfaction to professional resilience: the mediating roles of teacher enthusiasm and organizational adaptation	16
Reimagining teacher educators: emotional geographies of mentor teacher identity development in urban teacher residency partnerships	13
Values as professional capital: the role of teacher identity in shaping teaching practice	12
A successfully sustainable school: Exploring sustainable development teaching and learning practices at an additional support needs primary school in Scotland	12
Striving for symmetry: unpacking the complexity of promoting deeper learning within and across professional learning communities	11
Student participation in data-informed decision making: from passive data sources to active data users	11
How do departmental professional learning communities and teacher leadership matter for teacher self-efficacy? A multi-level analysis	11
Leading for innovation: the mediating roles of trust and teaching effectiveness in pedagogical leadership in early childhood education	10
Promoting sustainable educational innovation using the Sustainability Meter	10
Making collective efficacy work: leadership and professional community in action	10
“I need to continually study and broaden my horizons”: a narrative inquiry of a novice teacher's induction experience in China	10
Identity work of pracademics: case study of the Keyanyuan as formalized pracademics in Shanghai	9
Professional relationships both within and outside the school: barriers and opportunities from an intergenerational perspective	8
Editorial: Making networks work: the central role of facilitators in PLNs	8
The determinants of data use practice for instructional practice in higher education	8
Human capital development: principals’ challenges in developing school staff	7
Reconceptualizing professional capital: from human, social, and decisional to digital-adaptive in principals' leadership in the AI era	7
Publisher’s Note	7
Understanding teacher professional learning in China: synergistic roles of department and principal leadership in a multilevel moderated mediation model	7
Impact of K-12 school administration and parents' digital communication on students' engagement and academic self-efficacy: insights from the global perspective	6
Editorial: Commentary: connected autonomy	6
Insights into self-fulfillment from the lens of elementary school principals	6

Impact of school leadership on teacher professional collaboration: evidence from multilevel analysis of Taiwan TALIS 2018	6
Peer observation to foster collective teacher efficacy: teachers' perceptions about collegial visits	6
Leadership dynamics in educational ecosystems: examining social influence networks in school reform	6
Learning to co-teach: understanding the co- in a mentored co-teaching activity	6
Collaborating inside and outside the school: together overcoming COVID-19 challenges in Chile	5
Synthesizing as a power-laden facilitation practice in a networked improvement community	5
Learning with and from each other: creating safe spaces in a professional community for school leadership development	5
Strengthening capacities in Latin America by designing teacher professional development programmes for climate change education	5
Headwinds and tailwinds: insights from a research–practice partnership on identifying high-impact growth areas for school improvement	5
What does research mean to me? Exploring the relationships between teachers' signification and use of research	5
Educational leadership during a time of war in Ukraine	5
The role of the researcher-facilitator in professional learning networks	5
Facilitating blended learning in teacher learning groups: experiencing social configuration during face-to-face and online meetings	5
Virtual communities of practice as responses to the turbulence of 2020: developing equity and justice leadership	5
Networking for the turnaround of an underperforming school: understanding the role of multiple external providers in China	5
Differentiated instruction in rural Chinese schools: unlocking the synergistic effects of teacher leadership, professional learning communities and teacher self-efficacy	5