1.Tsang, K. K., Liu, D., & Hong, Y. (Eds.) (2019). Challenges and Opportunities in Qualitative Research: Young Scholars’ Experiences Sharing. Singapore: Springer.
2.Tsang, K. K. (2019). Teachers’ Work and Emotions: A Sociological Analysis. London: Routledge.
Journal Articles
1.Tsang, K. K., Wang, G., & Bai, H. (2022). Enabling School Bureaucracy, Psychological Empowerment, and Teacher Burnout: A Mediation Analysis. Sustainability, 14, 2047. Doi: 10.3390/su14042047 (IF2020 = 3.251; Q2).
2.Tsang, K. K., Du, Y., & Teng, Y. (2022). Transformational Leadership, Teacher Burnout, and Psychological Empowerment: A Mediation Analysis. Social Behavior and Personality: An International Journal, 50 (1). e11041. Doi: 10.2224/sbp.11041. (IF2020 = 0.976; Q4)
3.Tsang, K. K., Teng, Y., Lian, Y., & Wang, L. (2021). School Management Culture, Emotional Labor, and Teacher Burnout in Mainland China. Sustainability, 13, 9141. Doi: 10.3390/su13169141 (IF2020 = 3.251; Q2).
4.Tsang, K. K., Lian, Y., & Zhu, Z. (2021). Alienated Learning in Hong Kong: A Marxist Perspective. Educational Philosophy and Theory, 53 (2), 181-196. doi: 10.1080/00131857.2020.1767588. (IF2020 = 1.645; Q3)
5.Tsang, K. K. & Qin, Q. (2020). Ideological Disempowerment as an Effect of Neoliberalism on Teachers. Power and Education, 12 (2), 204-212. doi:10.1177/1757743820932603
6.Tsang, K. K. (2019). The Interactional-Institutional Construction of Teachers’ Emotions in Hong Kong: The Inhabited Institutionalism Perspective. Frontiers in Psychology, 10: 2619. doi: 10.3389/fpsyg.2019.02619 (IF2018 = 2.219; Q2)
7.Tsang, K. K. (2019). Teachers as Disempowered and Demoralised Moral Agents: School Board Management and Teachers in Hong Kong. British Journal of Educational Studies, 67 (2), 251-267. doi: 10.1080/00071005.2018.1497770.(IF2018 = 2.298; Q1)
8.Tsang, K. K. (2018). Teacher Alienation in Hong Kong. Discourse: Studies in the Cultural Politics of Education, 39 (3), 335-346. doi: 10.1080/01596306.2016.1261084.(IF2016 = 1.496; Q2)
9.Tsang, K. K., & Kwong, T. L. (2017). Teachers’Emotions in the Context of Education Reform: Labor Process Theory and Social Constructionism. British Journal of Sociology of Education, 38 (6), 841-855. doi: 10.1080/01425692.2016.1182007. (IF2016 = 1.324; Q2)
10.Tsang, K. K., & Kwong, T. L. (2016). Emotional Experience of Caam2in Teaching: Power and Interpretation of Teachers’Work. Frontiers in Psychology, 7:1400. doi: 10.3389/fpsyg.2016.01400 (IF2015 = 2.463; Q1)
11.Tsang, K. K., & Liu D. (2016). Teacher Demoralization, Disempowerment, and School Administration. Qualitative Research in Education,5 (2), 200-225. doi:10.17583/qre.2016.1883.(ESCI)
Book Chapters
1.Sun, X., Li., G., and Tsang, K. K. (2022). Pleasant and Warm: How Class Group Affects Students’ Learning Experiences and Helps Form a Community of Practice. In Rolph, W. S. (Ed.), Students’ Attitudes towards Learning and Education (pp.93-109). Nova Science Publishers.
2.Su, J. Y., Tsang, K. K., & Sun, F. (2021). Basic Education Governance in China: Policy Evaluation, Challenges and Development Trends. In N. S. K. Pang & P. W. K. Chan (Eds.), School Governance in Global Context: Trends, Challenges and Practices (pp.). Routledge.
3.Pang, N. S. K., Tsang, K. K., & Chan, P. W. K. (2021). Changing Leadership and Accountability Framework in Education Reform in Hong Kong. In M. A. Peters & R. Heraud (Eds.), Encyclopedia of Educational Innovation. Springer. Doi: 10.1007/978-981-13-2262-4_229-1
4.Tsang, K. K., Jiang, L.& Qin, Q. (2020). Teachers’ Positive Emotions and Student-Related Matters. In J. A. Jaworski (Ed.). Advances in Sociology Research (pp. 65-91). New York: Nova.
5.Tsang, K. K., Qin, Q., Li, G., & Chang, L. (2020). “Education is a Game of Wasting Time”: Student Voices of the Education System in Hong Kong. Advances in Sociology Research (pp.123-146). New York: Nova.
6.Tsang, K. K., (2019). Coding with Story Line Approach: Recommendations to Cope with Challenges of Qualitative Data Analysis. In K. K. Tsang, D. Liu, & Y. Hong (Eds.). Challenges and Opportunities in Qualitative Research: Young Scholars’ Experiences Sharing (pp.125-138). Singapore: Springer.
7.Tsang, K. K., & Jiang, L.(2018). Sociological Understandings of Teachers’ Emotions in Second Language Classrooms in the Context of Education/Curricular Reforms: Directions for Future Research. In J. D. M. Agudo (ed.), Emotions in Second Language Teaching: Theory, Research and Teacher Education (pp.73-90). Badajoz: Springer.
8.Tsang, K. K. (2017). Exploring Teachers’ Work and Emotional Experiences in Hong Kong: A Qualitative Study. In A. M. Columbus (ed.), Advances in Psychology Research(pp.127-157). New York: Nova Publishers.
SELECTED RESEARCH PROJECTS
1.2020-2022. Emotional Experiences, Job Burnout, and Work Alienation among Primary and Secondary Schoolteachers in Chinafunded by the Humanity and Social Science Youth Foundation of Ministry of Education of China. (project no.: 20YJC880002; 80,000RMB)
2.2019-2020.The Psychological and Social-Structural Factors Affecting Teachers’ Job Burnout funded by the Research Foundation of Young Teachers of the Beijing Normal University (project no.: 2019NTSS49; 100,000RMB)
3.2019-2020.Investigating the Relationship between Educational Decentralization and Educational Quality by Using PISAfunded by 2018 Comprehensive Discipline Construction Fund of Faculty of Education, Beijing Normal University (project no.: 2019QNJS002; 80,000RMB).
4.2018-2019.Teachers’ Work and Emotions: A Sociological Analysis funded by 2018 Comprehensive Discipline Construction Fund of Faculty of Education, Beijing Normal University(project no.:2018YWZZ002; 50,000RMB)
SERVICE & CONSULTING
Associate Editor, Beijing International Review of Education
Editorial Broad Member, British Journal of Sociology of Education
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Copyright @ Faculty of Education Beijing Normal University. All rights reserved.
Yingdong Buidling, Beijing Normal University 技术支持:北京师科阳光信息技术有限公司
Email:jiaoyuxuebu@bnu.edu.cn