This map shows the geographic impact of G.M. Steyn's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by G.M. Steyn with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites G.M. Steyn more than expected).
This network shows the impact of papers produced by G.M. Steyn. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by G.M. Steyn. The network helps show where G.M. Steyn may publish in the future.
Co-authorship network of co-authors of G.M. Steyn
This figure shows the co-authorship network connecting the top 25 collaborators of G.M. Steyn.
A scholar is included among the top collaborators of G.M. Steyn based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with G.M. Steyn. G.M. Steyn is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
20 of 20 papers shown
1.
Steyn, G.M.. (2018). Leading a Once Underperforming South African School in a Challenging Community to a Successful School. Gender and Behaviour. 16(1). 10784–10801.
2.
Steyn, G.M., et al.. (2017). Exploring learning experiences of female adults in higher education using a hybrid study approach: a case study. Gender and Behaviour. 15(1). 8135–8159.2 indexed citations
3.
Steyn, G.M., et al.. (2017). Using appreciative inquiry and gender to focus on performance management and continuous professional development in South African schools. Gender and Behaviour. 15(3). 9313–9329.2 indexed citations
4.
Steyn, G.M., et al.. (2016). Proposing a Continuous Professional Development Model to Support and Enhance Professional Learning of Teachers in Special Schools in South Africa.. International Journal of Special Education (IJSE). 31(1). 32–45.5 indexed citations
5.
Steyn, G.M., et al.. (2015). The challenges facing women aspiring for school leadership positions in South African primary schools. Gender and Behaviour. 13(1). 6607–6620.6 indexed citations
6.
Steyn, G.M.. (2015). The development level of a school based professional learning community in a South African school. 13(3). 197–213.
7.
Steyn, G.M., et al.. (2014). Moving towards gender equality : the case of female head teachers in Kenya. Gender and Behaviour. 12(1). 5980–5993.8 indexed citations
8.
Steyn, G.M.. (2013). Interpreting the leadership practice of a South African school using the leaderful practice model. Unisa Institutional Repository (University of South Africa). 11(1). 104–116.2 indexed citations
9.
Steyn, G.M., et al.. (2013). The experiences of female head teachers in rural primary schools in Kenya. Unisa Institutional Repository (University of South Africa). 11(1). 5064–5079.6 indexed citations
10.
Steyn, G.M.. (2012). Reflections on school leadership focussing on moral and transformational dimensions of a principal’s leadership practice. Unisa Institutional Repository (University of South Africa). 48. 45–68.4 indexed citations
11.
Steyn, G.M.. (2011). Determining guidelines for professional development : a qualitative study. Unisa Institutional Repository (University of South Africa). 10(1). 2–30.
Steyn, G.M.. (2010). ’n Skoolhoof se perspektief op professionele ontwikkeling: ’n enkele gevallestudie. Tydskrif vir Geesteswetenskappe. 50(2). 243–260.2 indexed citations
14.
Steyn, G.M.. (2006). A Qualitative Study of the Aspects Influencing the Implementation of Invitational Education in Schools in the United States of America. 12. 17–36.8 indexed citations
Steyn, G.M.. (2002). The changing principalship in South African schools. Unisa Institutional Repository (University of South Africa). 31. 251–274.24 indexed citations
Steyn, G.M.. (2000). Quality tools and techniques for improving learning in higher education. Unisa Institutional Repository (University of South Africa). 22(2). 8–34.4 indexed citations
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incomplete records, variations in author disambiguation, differences in journal indexing, and
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Rankless may not fully capture the entirety of a scholar's output or impact.