OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Professional Capital and Community is 3. 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 2021-08-01 to 2025-08-01.)

Article	Citations
Intergenerational learning in private higher education institutions: strategies and factors of influence	27
Relationships between policy, teachers' values and professional capital in teacher collaboration in hierarchical Chinese societies	19
Guest editorial: Together addressing the challenges of the climate crisis: rethinking professional cultures, school improvement and leadership	14
Knowledge sharing among academics in higher education: integrating positive and negative facets of organizational climate	14
A successfully sustainable school: Exploring sustainable development teaching and learning practices at an additional support needs primary school in Scotland	10
Reimagining teacher educators: emotional geographies of mentor teacher identity development in urban teacher residency partnerships	10
Student participation in data-informed decision making: from passive data sources to active data users	9
“I need to continually study and broaden my horizons”: a narrative inquiry of a novice teacher's induction experience in China	8
How do departmental professional learning communities and teacher leadership matter for teacher self-efficacy? A multi-level analysis	8
Professional community and student engagement in higher education: rethinking the contributions of professional staff	8
Identity work of pracademics: case study of the Keyanyuan as formalized pracademics in Shanghai	7
Promoting sustainable educational innovation using the Sustainability Meter	7
Professional relationships both within and outside the school: barriers and opportunities from an intergenerational perspective	6
Human capital development: principals’ challenges in developing school staff	6
Emotional closeness and emotional distance among schoolteachers: the case of Arab teachers who teach in Jewish schools	6
The determinants of data use practice for instructional practice in higher education	6
Effects of WFH on educators' wellbeing: mediating role of institutional head's support and moderating role of employees' self-efficacy at university level	6
Learning to co-teach: understanding the co- in a mentored co-teaching activity	5
Publisher’s Note	5
Educational leaders' coping with loneliness: the unique perspective of school principals and vice-principals	5
Afterward? Moving onwards for developing pracademia and pracademics in education	5
Peer observation to foster collective teacher efficacy: teachers' perceptions about collegial visits	5
Insights into self-fulfillment from the lens of elementary school principals	5
Leadership dynamics in educational ecosystems: examining social influence networks in school reform	4
The conditions of opportunity recognition in schools: an investigation of how entrepreneurial teachers discover new educational opportunities	4

Collaborating inside and outside the school: together overcoming COVID-19 challenges in Chile	4
Editorial: Commentary: connected autonomy	4
Impact of school leadership on teacher professional collaboration: evidence from multilevel analysis of Taiwan TALIS 2018	4
Networking for the turnaround of an underperforming school: understanding the role of multiple external providers in China	3
Context, school principals and professional learning communities in China: the case of educational group schools	3
Headwinds and tailwinds: insights from a research–practice partnership on identifying high-impact growth areas for school improvement	3
Educational leadership during a time of war in Ukraine	3
Virtual communities of practice as responses to the turbulence of 2020: developing equity and justice leadership	3
Facilitating blended learning in teacher learning groups: experiencing social configuration during face-to-face and online meetings	3
The role of the researcher-facilitator in professional learning networks	3
Learning with and from each other: creating safe spaces in a professional community for school leadership development	3
Synthesizing as a power-laden facilitation practice in a networked improvement community	3