OOIR: Observatory of International Research

Papers

(The median citation count of Journal of Professional Capital and Community is 1. 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 2022-01-01 to 2026-01-01.)

Article	Citations
Knowledge sharing among academics in higher education: integrating positive and negative facets of organizational climate	19
Guest editorial: Together addressing the challenges of the climate crisis: rethinking professional cultures, school improvement and leadership	18
Intergenerational learning in private higher education institutions: strategies and factors of influence	16
Reimagining teacher educators: emotional geographies of mentor teacher identity development in urban teacher residency partnerships	13
A successfully sustainable school: Exploring sustainable development teaching and learning practices at an additional support needs primary school in Scotland	11
Values as professional capital: the role of teacher identity in shaping teaching practice	11
Student participation in data-informed decision making: from passive data sources to active data users	10
Promoting sustainable educational innovation using the Sustainability Meter	9
How do departmental professional learning communities and teacher leadership matter for teacher self-efficacy? A multi-level analysis	9
“I need to continually study and broaden my horizons”: a narrative inquiry of a novice teacher's induction experience in China	8
Identity work of pracademics: case study of the Keyanyuan as formalized pracademics in Shanghai	8
Professional relationships both within and outside the school: barriers and opportunities from an intergenerational perspective	7
The determinants of data use practice for instructional practice in higher education	7
Emotional closeness and emotional distance among schoolteachers: the case of Arab teachers who teach in Jewish schools	7
Human capital development: principals’ challenges in developing school staff	6
Publisher’s Note	6
Understanding teacher professional learning in China: synergistic roles of department and principal leadership in a multilevel moderated mediation model	6
Afterward? Moving onwards for developing pracademia and pracademics in education	6
Making collective efficacy work: leadership and professional community in action	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
Leadership dynamics in educational ecosystems: examining social influence networks in school reform	5
Educational leaders' coping with loneliness: the unique perspective of school principals and vice-principals	5
Learning to co-teach: understanding the co- in a mentored co-teaching activity	5
Collaborating inside and outside the school: together overcoming COVID-19 challenges in Chile	5
Insights into self-fulfillment from the lens of elementary school principals	5

Editorial: Commentary: connected autonomy	5
Peer observation to foster collective teacher efficacy: teachers' perceptions about collegial visits	5
Impact of school leadership on teacher professional collaboration: evidence from multilevel analysis of Taiwan TALIS 2018	4
Context, school principals and professional learning communities in China: the case of educational group schools	4
Headwinds and tailwinds: insights from a research–practice partnership on identifying high-impact growth areas for school improvement	4
Synthesizing as a power-laden facilitation practice in a networked improvement community	4
Educational leadership during a time of war in Ukraine	4
Facilitating blended learning in teacher learning groups: experiencing social configuration during face-to-face and online meetings	4
Learning with and from each other: creating safe spaces in a professional community for school leadership development	4
Virtual communities of practice as responses to the turbulence of 2020: developing equity and justice leadership	4
The role of the researcher-facilitator in professional learning networks	3
Responsible school leadership and teacher work effort: the mediating roles of teacher identification and intrinsic motivation	3
Understanding the role of structural capital as facilitator in professional learning networks and organizational learning of university	3
The impact of teacher's pedagogical leadership on student achievement: the mediating role of teaching methods	3
Strengthening capacities in Latin America by designing teacher professional development programmes for climate change education	3
Collective readiness to innovate at schools serving students from marginalized communities: Can leadership make a difference?	3
Beyond sharing knowledge: knowledge brokers’ strategies to build capacity in education systems	3
Networking for the turnaround of an underperforming school: understanding the role of multiple external providers in China	3
Development of entrepreneurial identity among young people: analysis of the effectiveness of an educational program on entrepreneurial potential	3
Leading an Australian school towards an ecosystem for learning and flourishing	3
Unspoken teacher conflict: uncovering female novice teachers' conflict experiences in professional learning community	3
Early career teachers thriving in the everyday challenges of teaching: understanding the relationship between professional competence and teacher buoyancy	2
Driving systemic reform and enhancing professional capital: the transformative roles of excellent retired principals	2
Communicating research to practitioners – between scientific rigor, easy science and practitioners' self-perception of expertise	2
Facilitating online professional learning networks: considerations and tensions that influence facilitation	2
The school principals' role in developing the professional capital of teachers: evidence from principals and teachers	2
An investigation of the dimensions of decisional capital for novice teachers	2
The role of teacher professional capital in developing distributed leadership: evidence from a centralized system	2
A call to adopt pedagogies of optimism in times of armed conflicts: theoretical and practical insights	2
Narrative encounters of pedagogic partnership, and the development of collegial capital in higher education	2
Autism for the professions: one university, three colleges and one undergraduate course	2
Guest editorial: Leading schools towards ecosystems for learning and flourishing	2
Teacher collaboration and teacher self-efficacy in diverse schools	2
Teacher–community nexus and rural schools as community knowledge hubs: a program implementation in Western Nigeria	1
Cultivating school-based ecosystems for belonging: the SchoolWeavers case study in Catalonia, Spain	1
Factors influencing collegiality among schoolteachers	1
Principal trust in teachers and leadership for learning: unravelling the mediating roles of well-being and resilience	1
School leadership dimensions that foster the development of learning ecosystems. The cases of the “Scuola Diffusa” (Reggio Emilia, Italy) and “interseccions” (Catalonia, Spain)	1
Tracing the interconnectedness of early childhood educators’ professional capital	1
Teacher-student relationship and teaching styles in primary education: A model of analysis	1
Teachers as team players? Exploring the relationship between collaborative practice, professional development, and work-related stress using diary data	1
Multicultural educational leadership with indigenous communities: a literature review	1
Implementation and sustainability of student peer-led physical activity programs in a school community	1
A model to support the development of professional capital in trainee teachers: a constructivist grounded theory	1
Exploring the implications of using parent-teacher associations (PTAs) as a pathway for school-community development	1
Role of school leaders in cultivating professional learning communities and culture in Pakistani schools: an exploratory case study	1
Exploring the role of research culture on primary teachers’ involvement in inquiry-based working: a mixed-methods study	1
Leading whole school spaces of agency for climate change and sustainability education. A case study of four schools from England	1
Distributed leadership mirrors teacher professionalism via collaborative learning and relational trust: evidence from China	1
Exploring the evolution of district-university partnerships focused on equity-centered leadership	1

Early childhood teachers’ professional capital: a phenomenological study	1
Exploring teacher collaboration: what's inside the Malaysian PLC black box?	1