OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Professional Capital and Community is 4. 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 2021-10-01 to 2025-10-01.)

Article	Citations
Knowledge sharing among academics in higher education: integrating positive and negative facets of organizational climate	21
Intergenerational learning in private higher education institutions: strategies and factors of influence	14
Guest editorial: Together addressing the challenges of the climate crisis: rethinking professional cultures, school improvement and leadership	14
Relationships between policy, teachers' values and professional capital in teacher collaboration in hierarchical Chinese societies	12
Values as professional capital: the role of teacher identity in shaping teaching practice	11
A successfully sustainable school: Exploring sustainable development teaching and learning practices at an additional support needs primary school in Scotland	9
Reimagining teacher educators: emotional geographies of mentor teacher identity development in urban teacher residency partnerships	9
Student participation in data-informed decision making: from passive data sources to active data users	8
How do departmental professional learning communities and teacher leadership matter for teacher self-efficacy? A multi-level analysis	7
Emotional closeness and emotional distance among schoolteachers: the case of Arab teachers who teach in Jewish schools	6
Promoting sustainable educational innovation using the Sustainability Meter	6
Professional relationships both within and outside the school: barriers and opportunities from an intergenerational perspective	6
Identity work of pracademics: case study of the Keyanyuan as formalized pracademics in Shanghai	6
The determinants of data use practice for instructional practice in higher education	6
“I need to continually study and broaden my horizons”: a narrative inquiry of a novice teacher's induction experience in China	6
Publisher’s Note	5
Learning to co-teach: understanding the co- in a mentored co-teaching activity	5
Effects of WFH on educators' wellbeing: mediating role of institutional head's support and moderating role of employees' self-efficacy at university level	5
Human capital development: principals’ challenges in developing school staff	5
Afterward? Moving onwards for developing pracademia and pracademics in education	5
Educational leaders' coping with loneliness: the unique perspective of school principals and vice-principals	5
Editorial: Commentary: connected autonomy	4
Leadership dynamics in educational ecosystems: examining social influence networks in school reform	4
Headwinds and tailwinds: insights from a research–practice partnership on identifying high-impact growth areas for school improvement	4
Collaborating inside and outside the school: together overcoming COVID-19 challenges in Chile	4

Insights into self-fulfillment from the lens of elementary school principals	4
Facilitating blended learning in teacher learning groups: experiencing social configuration during face-to-face and online meetings	4
Impact of school leadership on teacher professional collaboration: evidence from multilevel analysis of Taiwan TALIS 2018	4
Peer observation to foster collective teacher efficacy: teachers' perceptions about collegial visits	4