| Professionalism, professionality and the development of education professionals L Evans British Journal of Educational Studies 56 (1), 20-38, 2008 | 1252 | 2008 |
| What is teacher development? L Evans Oxford Review of Education 28 (1), 123-137, 2002 | 645 | 2002 |
| Teacher morale, job satisfaction, and motivation L Evans Sage Publications Ltd, 1998 | 641 | 1998 |
| The ‘shape’of teacher professionalism in England: professional standards, performance management, professional development and the changes proposed in the 2010 White Paper L Evans British Educational Research Journal 37 (5), 851-870, 2011 | 554 | 2011 |
| Understanding teacher morale and job satisfaction L Evans Teaching and Teacher Education 13 (8), 831-845, 1997 | 441 | 1997 |
| Leadership for professional development and learning: enhancing our understanding of how teachers develop L Evans Cambridge Journal of Education 44 (2), 179-198, 2014 | 427 | 2014 |
| Delving deeper into morale, job satisfaction and motivation among education professionals L Evans Educational Management Administration & Leadership 29 (3), 291-306, 2001 | 418 | 2001 |
| Addressing problems of conceptualization and construct validity in researching teachers’ job satisfaction L Evans Educational Research 39 (3), 319-331, 1997 | 243 | 1997 |
| Reflective practice in educational research: Developing advanced skills L Evans Continuum Intl Pub Group, 2002 | 230* | 2002 |
| The effects of educational change on morale, job satisfaction and motivation L Evans Journal of educational Change 1 (2), 173-192, 2000 | 178 | 2000 |
| Managing to motivate: A guide for school leaders L Evans Continuum Intl Pub Group, 1999 | 178* | 1999 |
| Implicit and informal professional development: what it ‘looks like’, how it occurs, and why we need to research it L Evans Professional Development in Education 45 (1), 2019 | 173 | 2019 |
| Teaching and learning in higher education L Evans, I Abbott Continuum, 1998 | 147 | 1998 |
| The scholarship of researcher development: mapping the terrain and pushing back boundaries L Evans International Journal for Researcher Development 2 (2), 75-98, 2011 | 116 | 2011 |
| What is effective research leadership? A research-informed perspective L Evans Higher Education Research & Development 33 (1), 46-58, 2014 | 108 | 2014 |
| Leadership for Researcher Development: What Research Leaders Need to Know and Understand L Evans Educational Management Administration & Leadership 40 (4), 423-435, 2012 | 102 | 2012 |
| Teacher job satisfaction in developing countries: a critique of Herzberg’s two-factor theory applied to the Nigerian context L Evans, K Olumide-Aluko International Studies in Educational Administration 38 (2), 73-85, 2010 | 98 | 2010 |
| University professors as academic leaders: Professorial leadership development needs and provision L Evans Educational Management Administration & Leadership 45 (1), 123-140, 2017 | 97 | 2017 |
| Professors as Academic Leaders The Perspectives of ‘the Led’ L Evans, M Homer, S Rayner Educational Management Administration & Leadership 41 (5), 674-689, 2013 | 94 | 2013 |
| Teacher morale: an individual perspective L Evans Educational Studies 18 (2), 161-171, 1992 | 94 | 1992 |
Howard YoungsSenior Lecturer, Auckland University of Technology AND Academic Dean, Bethlehem Tertiary Institute在 aut.ac.nz 的电子邮件经过验证
