| Principals' leadership and teachers' motivation: Self‐determination theory analysis O Eyal, G Roth Journal of educational administration 49 (3), 256-275, 2011 | 1012 | 2011 |
| Educational leaders and emotions: An international review of empirical evidence 1992–2012 I Berkovich, O Eyal Review of Educational Research 85 (1), 129-167, 2015 | 369 | 2015 |
| How do transformational leaders transform organizations? A study of the relationship between leadership and entrepreneurship O Eyal, R Kark Leadership and policy in schools 3 (3), 211-235, 2004 | 309 | 2004 |
| The mediating role of principals’ transformational leadership behaviors in promoting teachers’ emotional wellness at work: A study in Israeli primary schools I Berkovich, O Eyal Educational Management Administration & Leadership 45 (2), 316-335, 2017 | 155 | 2017 |
| Transformational leadership, transactional leadership, and moral reasoning I Berkovich, O Eyal Leadership and Policy in Schools 20 (2), 131-148, 2021 | 154 | 2021 |
| Developing a public school entrepreneurship inventory: Theoretical conceptualization and empirical examination O Eyal, DE Inbar International Journal of Entrepreneurial Behavior & Research 9 (6), 221-244, 2003 | 141 | 2003 |
| Making the right choices: Ethical judgments among educational leaders O Eyal, I Berkovich, T Schwartz Journal of Educational Administration 49 (4), 396-413, 2011 | 130 | 2011 |
| Emotional reframing as a mediator of the relationships between transformational school leadership and teachers’ motivation and commitment I Berkovich, O Eyal Journal of educational Administration 55 (5), 450-468, 2017 | 112 | 2017 |
| The effects of principals’ communication practices on teachers’ emotional distress I Berkovich, O Eyal Educational management administration & leadership 46 (4), 642-658, 2018 | 108 | 2018 |
| Principals’ emotional support and teachers’ emotional reframing: The mediating role of principals’ supportive communication strategies I Berkovich, O Eyal Psychology in the Schools 55 (7), 867-879, 2018 | 92 | 2018 |
| Sensemaking, sense-breaking, sense-giving, and sense-taking: How educators construct meaning in complex policy environments N Rom, O Eyal Teaching and Teacher Education 78, 62-74, 2019 | 81 | 2019 |
| Ethics education in leadership development: Adopting multiple ethical paradigms I Berkovich, O Eyal Educational Management Administration & Leadership 48 (2), 270-285, 2020 | 69 | 2020 |
| School‐based management and the role conflict of the school superintendent AE Nir, O Eyal Journal of Educational Administration 41 (5), 547-564, 2003 | 67 | 2003 |
| Managing educational champions: Entrepreneurship in schools O Eyal, D Yosef-Hassidim Journal of School Leadership 22 (1), 210-255, 2012 | 54 | 2012 |
| Good cop, bad cop: Exploring school principals’ emotionally manipulative behaviours I Berkovich, O Eyal Educational Management Administration & Leadership 45 (6), 944-958, 2017 | 51 | 2017 |
| Teachers’ Big Five personality traits, emotion regulation patterns, and moods: Mediation and prototype analyses I Berkovich, O Eyal Research papers in education 36 (3), 332-354, 2021 | 48 | 2021 |
| When parents choose to start up a school: a social‐capital perspective on educational entrepreneurship O Eyal Journal of Educational Administration 46 (1), 99-118, 2008 | 42 | 2008 |
| Schools in cross-sector alliances: what do schools seek in partnerships? O Eyal, M Yarm Educational Administration Quarterly 54 (4), 648-688, 2018 | 38 | 2018 |
| National challenges, educational reforms, and their influence on school management: The Israeli case O Eyal, I Berkovich Educational Planning 19 (3), 44-63, 2010 | 35 | 2010 |
| Methodological review of studies on educational leaders and emotions (1992-2012) Insights into the meaning of an emerging research field in educational administration I Berkovich, O Eyal Journal of Educational Administration 55 (5), 469-491, 2017 | 34 | 2017 |