| Contexts which shape and reshape new teachers’ identities: A multi-perspective study MA Flores, C Day Teaching and teacher education 22 (2), 219-232, 2006 | 2829 | 2006 |
| Desenvolvimento profissional de professores: os desafios da aprendizagem permanente C Day, MA Flores | 2136 | 2001 |
| The personal and professional selves of teachers: Stable and unstable identities C Day, A Kington, G Stobart, P Sammons British educational research journal 32 (4), 601-616, 2006 | 2026 | 2006 |
| The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference C Day, Q Gu, P Sammons Educational administration quarterly 52 (2), 221-258, 2016 | 1786 | 2016 |
| Teachers resilience: A necessary condition for effectiveness Q Gu, C Day Teaching and Teacher education 23 (8), 1302-1316, 2007 | 1637 | 2007 |
| Successful school leadership: What it is and how it influences pupil learning K Leithwood, C Day, P Sammons, A Harris, D Hopkins Research report, 2006 | 1460 | 2006 |
| Teachers matter: Connecting work, lives and effectiveness C Day, P Sammons, G Stobart McGraw-Hill Education (UK), 2007 | 1353 | 2007 |
| A passion for teaching C Day 열정으로 가르치기/파란마음, 2004 | 1305 | 2004 |
| The New lives of teachers C Day Routledge, 2010 | 1141 | 2010 |
| Pasión por enseñar: la identidad personal y profesional del docente y sus valores C Day Narcea ediciones, 2006 | 1100 | 2006 |
| Leading schools in times of change C Day, A Harris, M Hadfield, H Tolley, J Beresford McGraw-Hill Education (UK), 2000 | 1095 | 2000 |
| Reform, standards and teacher identity: Challenges of sustaining commitment C Day, B Elliot, A Kington Teaching and teacher Education 21 (5), 563-577, 2005 | 1046 | 2005 |
| School reform and transitions in teacher professionalism and identity C Day International journal of educational research 37 (8), 677-692, 2002 | 1012 | 2002 |
| Challenges to teacher resilience: Conditions count Q Gu, C Day British educational research journal 39 (1), 22-44, 2013 | 858 | 2013 |
| Variations in the conditions for teachers' professional learning and development: Sustaining commitment and effectiveness over a career C Day, Q Gu Oxford review of education 33 (4), 423-443, 2007 | 840 | 2007 |
| Professionalism, performativity and empowerment: Discourses in the politics, policies and purposes of continuing professional development C Day, J Sachs International handbook on the continuing professional development of …, 2004 | 809 | 2004 |
| Reflection: A necessary but not sufficient condition for professional development C Day British educational research journal 19 (1), 83-93, 1993 | 764 | 1993 |
| Action research and reflective practice: Towards a holistic view R Leitch, C Day Educational action research 8 (1), 179-193, 2000 | 750 | 2000 |
| Distributed leadership and organizational change: Reviewing the evidence A Harris, K Leithwood, C Day, P Sammons, D Hopkins Journal of educational change 8, 337-347, 2007 | 731 | 2007 |
| Formar docentes: cómo, cuándo y en qué condiciones aprende el profesorado C Day Narcea Ediciones, 2005 | 721 | 2005 |
