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 2020-05-01 to 2024-05-01.)

Article	Citations
Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit	168
Teacher burnout explained: Teacher-, student-, and organisation-level variables	95
How and why are educators using Instagram?	93
Elements of a quality pre-service teacher mentor: A literature review	86
A new framework for teachers’ professional development	83
Self-determination theory in physical education: A systematic review of qualitative studies	75
Do teachers’ years of experience make a difference in the quality of teaching?	71
A Framework for Explaining Teachers’ Diagnostic Judgements by Cognitive Modeling (DiaCoM)	67
Digital learning in schools: What does it take beyond digital technology?	67
Teaching during a Pandemic: United States Teachers' Self-Efficacy During COVID-19	66
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	60
Why care about caring? Linking teachers’ caring and sense of meaning at work with students’ self-esteem, well-being, and school engagement	57
Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review	53
Individual and cultural factors in teachers’ attitudes towards inclusion: A meta-analysis	53
Between authenticity and cognitive demand: Finding a balance in designing a video-based simulation in the context of mathematics teacher education	52
Measuring teacher motivation: The missing link between professional development and practice	48
The role of motivations and perceptions on the retention of inservice teachers	47
Factors influencing teacher self-efficacy for inclusive education: A systematic literature review	46
Taking 21st century skills from vision to classroom: What teachers highlight as supportive professional development in the light of new demands from educational reforms	46
Exploring livestream English teaching anxiety in the Chinese context: An ecological perspective	44
Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education	41
Partnerships as third spaces for professional practice in initial teacher education: A scoping review	39
What should teacher educators know about technology? Perspectives and self-assessments	39
Understanding teacher technology integration from expectancy-value perspectives	38
The impact of an online stress intervention on burnout and teacher efficacy	38

Prospective teachers’ noticing: A literature review of methodological approaches to support and analyze noticing	38
Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices	37
Teacher coping profiles in relation to teacher well-being: A mixed method approach	37
Teacher educators’ task perception and its relationship to professional identity and teaching practice	36
Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest?	35
Exploring the circumplex model of motivating and demotivating teaching styles: The role of teacher need satisfaction and need frustration	34
Teachers’ professional development in formal online communities: A scoping review	33
Profiles of teachers’ need-support: How do autonomy support, structure, and involvement cohere and predict motivation and learning outcomes?	33
Embracing linguistic and cultural diversity in multilingual EAL classrooms: The impact of professional development on teacher beliefs and practice	33